2020-2021 Choices

SECONDARY SCHOOLS COURSE SELECTION & PLANNING GUIDE

tdsb.on.ca .on.ca Choices

Our Mission is to enable all students to reach high levels of achievement and to acquire the knowledge, skills and values they need to become responsible members of a democratic society.

We Value Each and every student A strong public education system A partnership of students, schools, family and community The uniqueness and diversity of our students and our community The commitment and skills of our staff Equity, innovation, accountability and accessibility Learning environments that are safe, nurturing, positive and respectful

Strategic Directions Make every school an effective school Build leadership within a culture of adaptability, openness and resilience Form strong and effective relationships and partnerships Build environmentally sustainable schools that inspire teaching and learning Identify disadvantage and intervene effectively

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ACKNOWLEDGEMENTS

Project Manager: Choices 2020-2021 Special thanks to: Georgia Gallagher Tigist Amdemichael Helen Ho Renée N. Rawlins, Ed.D. Lucy Giannotta Matt Bradley Scott Simmons Program Coordinator Adrian Kao Patricia Davies Amanda St. Louis Guidance & Career Development Theodora Spyropoulos Katie Ferguson Ava Szczurko Melanie Tetro Peter Gazzellone

CHOICES© Toronto District School Board November 2020 Disclaimer: Every effort has been made to ensure that all information in this guide is as accurate as possible at the time of publishing. IntroductionIntroduction

Dear Student,

High school is an exciting time in your educational career, as you explore new opportunities, begin planning for your future and prepare to graduate. While the pandemic has certainly changed the way schools operate and how and when students learn, please be assured that you will be provided with the information and tools needed to make informed decisions, achieve success and, ultimately, complete your Ontario Secondary School Diploma. As always, your school, teachers and your parents/guardians will support your educational journey and help prepare you for success in whatever post-secondary path you choose. To further assist you, the Choices guide is a comprehensive collection of information about the variety of learning opportunities available to you at the TDSB and includes an outline of the step-by-step course selection process. Please use this resource as you research and determine your path forward in high school and beyond. I wish you great success for your future learning.

Kathy Witherow Director of Education

Choices Toronto District School Board Table of Contents

Getting Started ...... 5 Creating Pathways to Success ...... 6 The Journey: myBlueprint ...... 8 Building Character ...... 9 Build Your Future ...... 10 Policies & Practice ...... 11 Policies & Practice ...... 12 Assessment & Evaluation of Student Achievement ...... 13 Reporting ...... 14 Alternative Learning Opportunities ...... 15 Re-Engagement Opportunities ...... 19 Specialized Programs ...... 22 Specialist High Skills Major Programs ...... 23 Other Programs ...... 24 Specific Program Information: Cooperative Education ...... 25 Specific Program Information: Apprenticeship ...... 26 Specific Program Information: Technology ...... 27 Choices Planning Guide ...... 29 Diploma & Certificate Requirements ...... 30 Understanding Course Codes & Descriptors ...... 32 Begin with an End in Mind ...... 33 Pathways ...... 34 Course Types ...... 36 Things to Consider ...... 38 Completing Your Online Course Selection ...... 39 Course Descriptors & List of Course Codes ...... 42 List of Course Codes (alphabetical by code) ...... 43 Translations ...... 51

Choices Toronto District School Board Getting Started

Choices: Secondary Schools Course Selection & Planning Guide is published online to encourage parents/guardians* and students to keep themselves informed about the opportunities available to them, both in and beyond secondary school. It is the goal of this publication to provide information that will help with the decision-making process that must occur around the course selection process.

Planning Guide Ontario Guidance Program

There is a course selection planning section to assist students Ontario Schools, Kindergarten to Grade 12: Policy and Program and their parents/guardians with the course selection process. Requirements, 2016 (often referred to as OS), describes the Students are encouraged to use this guide and keep it, three areas of learning that constitute the Ontario guidance where possible, in their career/life portfolio. Also visit and career education program, as follows: www.myBlueprint.ca/tdsb. • Student development – the development of habits and skills necessary for learning. Course Selection Process • Interpersonal development – the development of the Course selection for students under the age of 18 must be knowledge and skills needed in getting along with made with parent/guardian approval. Therefore, keeping others. in touch with the school’s guidance counsellor is of great • Career development – the development of the importance. Consideration of the student’s achievement for knowledge and skills needed to set short-term and the past several years and the advice of the school, aid in long-term goals in planning for the future. (Creating choosing a program. Pathways to Success, page 4) Course Selection Sheet or Creating Pathways to Success: An Education and Career/Life myBlueprint Online Planning Program for Ontario Schools – Policy and Program Requirements, Kindergarten to Grade 12, 2013 (referred to as CPS) Program selection for September will be made in January is designed to support all three areas of learning as they relate or February. Course selection will take place either via to education and career/life planning. This is a school-wide myBlueprint (online) or by course selection sheet. Courses program delivered through instruction linked to the curriculum offered at your secondary school will be listed on myBlueprint and through broader school programs and activities. This and on the course selection sheet (if being used). Planning program is designed to support students in becoming on myBlueprint or on a course selection sheet is important competent, successful and contributing members of society. and students should take it seriously. An Individual Pathway The focus of the program enables students to complete Plan (IPP) needs to be completed each year and regularly secondary school in four years and make a successful transition reviewed, as plans and destinations may change over time. It is to their initial postsecondary destination. the responsibility of all students and their parents/guardians The program’s effectiveness will be determined by monitoring to complete course selections by the date prescribed by the the implementation and finding evidence of the program in school. Subsequent modifications to a student’s program will students’ Individual Pathways Plan (IPP), gauging students’ be made for sound educational reasons only. Please note that awareness of personal strengths and needs and gathering where enrolment is insufficient, a course may be withdrawn evidence from exit surveys completed by students. (Creating or cancelled. Pathways to Success, page 40) Learning to 18 For additional information, visit www.tdsb.on.ca/HighSchool/Guidance Ontario Ministry of Education requires students to attend school until they reach the age of 18 or until they have obtained an Ontario Secondary School Diploma (OSSD).

Choices Secondary Schools Course Selection & Planning Guide is available at www.tdsb.on.ca/choices

* Where parent/guardian is found, it is inclusive of caregivers and a significant adult.

Toronto District School Board Choices 5 Creating Pathways to Success

An Education and Career/Life Planning Program Framework Program to Support Student Success* The framework of the Education and Career/Life Planning Program Goals Program is a four-step inquiry process based on four questions linked to four areas of learning—Who am I? (Knowing Yourself); What students believe about themselves and their What are my opportunities? (Exploring Opportunities); Who opportunities, and what their peers and the adults in their do I want to become? (Making Decisions and Setting Goals); lives believe about them significantly influences the choices and What is my plan for achieving my goals? (Achieving they make and the degree to which they are able to achieve Goals and Making Transitions). The steps are not necessarily their goals. The education and career/life planning policy sequential—throughout their school years and throughout for Ontario schools is based on the belief that all students their lives, students will continually explore, assess, and reassess can be successful, that success comes in many forms, their knowledge of themselves, their opportunities, their and that there are many different pathways to success. goals, and their plans for achieving their goals. The policy is founded on a vision in which all students leave secondary school with a clear plan for their initial Individual Pathways Plan (IPP) postsecondary destination— whether it be apprenticeship training, college, community living, university, or the Students will need to create and maintain an Individual workplace—and with the confidence that they can revise Pathways Plan (IPP) during Grades 7 to 12. The IPP becomes their plans as they, and the work around them, change. This the planning tool for course selection, goal setting and vision sees students as the architects of their lives. postsecondary destination planning.

The goals of the Education and Career/Life Planning The Toronto District School Board has provided its Program are to: students with an electronic version of the IPP through www.myBlueprint.ca/tdsb. The IPP Tracker provides • ensure that students develop the knowledge and skills grade-specific activities to complete in order to build an they need to make informed education and career/life effective education plan annually. choices; • provide classroom and school-wide opportunities for this Postsecondary Transition Planning learning; and As students move through secondary school, they need to • engage parents and the broader community in the begin to focus on an initial destination with regard to education, development, implementation, and evaluation of the training, the workplace or community living. During the course program, to support students in their learning. selection process, students research and select their courses in order to reach this initial destination. Their plan needs to reflect their achievement, information on postsecondary opportunities, a financial plan, employment opportunities, job search skills and career exploration and experiential learning opportunities.

Who am I?

What is my plan EDUCATION What are my for achieving AND CAREER/ opportunities? my goals? LIFE PLANNING

Who do I want to become? * Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools– Policy and Program requirements, Kindergarten to Grade 12, 2013 (referred to as CPS)

Toronto District School Board Choices 6 Creating Pathways to Success

Message to Parents/Guardians Use these four inquiry questions to have conversations with your child. Encourage them to discover their interests, explore opportunities open to them, create future goals and construct a plan for how to achieve them. EDUCATION AND CAREER/LIFE PLANNING: A FOUR-STEP INQUIRY PROCESS Inquiry Question Area of Learning (Knowledge and Skills) Knowing Yourself Who am I? To help answer the question “Who am I?”, students will: • identify the characteristics that describe who they are, and create and maintain a personal profile that reflects those characteristics (e.g., interests, strengths, intelligences, accomplishments, values, and skills, including the learning skills and work habits evaluated on the provincial report cards and the Essential Skills described in the Ontario Skills Passport (OSP); • identify factors that have shaped who they are and that are likely to shape their profile over time; • reflect on how the characteristics described in their profile influence their thoughts and actions, and how those thoughts and actions may in turn affect their development as a learner, their relationships, and their education and career/life choices. Exploring Opportunities What are To help answer the question “What are my opportunities?”, students will: my • explore the concept of “opportunity” and how the choices they make can open pathways for them; opportunities? • identify co-curricular and community-based opportunities (e.g., recreational, social, leadership, volunteer, part-time employment); • investigate a variety of fields of work, occupations, and jobs, as well as the potential impact of local and global trends (e.g., demographic, technological, economic, social) on the opportunities available to them; • investigate the preparation required for a variety of co-curricular and community- based opportunities, occupations, and jobs (i.e., acquiring the necessary experience, education/training, and specific skills, including the Essential Skills and work habits documented in the OSP) and how this preparation can be obtained. Making Decisions and Setting Goals Who do To help answer the question “Who do I want to become?”, students will: I want • identify the demands, rewards, and other features of the various opportunities they have explored, and reflect on the fit between those features and the characteristics to become? they have described in their personal profile; • based on the connections they identify, use a decision-making process to determine personal and interpersonal goals as well as education and career/life goals; • review and revise their goals in light of any changes that may arise in their personal profile and in the opportunities that are available to them. Achieving Goals and Making Transitions What is To help answer the question “What is my plan for achieving my goals?”, students will: my plan for • create a plan that identifies in detail the steps required to achieve the goals they have set; achieving • identify the resources required to implement their plan; • identify potential obstacles and challenges they may encounter in implementing my goals? their plan, and devise possible solutions. (Creating Pathways to Success, page 15)

Toronto District School Board Choices 7 The Journey: myBlueprint

myBlueprint* is an online resource available to all TDSB students (Grade 7 to 12) and families that lets you plan high school courses, complete the Individual Pathways Plan (IPP), research postsecondary opportunities and occupations, build a resume or cover letter, discover interests and learning styles and lots more.

The easiest way to plan your education and career

Who Am I? Goals Resumes & Cover Letters

Six comprehensive interest and career Create S.M.A.R.T. goals and a plan Record experiences and export them for assessments of action to stay on track school or work

Post-Secondary Occupations Money Research the opportunities available in Compare extensive information on careers across Improve financial literacy and build an Canada every pathway interactive budget

High School Portfolios Guides

Plan to graduate and discover the impact of Upload and share photos, files, and videos to Information on topics related to education and course selections multiple portfolios career/life planning

Grade-specific Tasks Graduation Indicator Pathway Eligibility Complete activities to earn points and win Track towards Ontario-specific graduation Instantly discover post-secondary opportunities prizes or scholarships requirements based on courses

Log In to Get Started Parent Access?

Visit www.myblueprint.ca/tdsbwww.myblueprint.ca/tdsb Visit www.myblueprint.ca/tdsb, click Sign Up, and select your child's school from the drop-down Click School Account Login and enter your to create your account TDSB email and password

myBlueprint.ca/tdsb www.myblueprint.ca/support @myBlueprint

*as provided by myBlueprint Toronto District School Board Choices 8 Building Character

Build Character Character development at the TDSB is about helping students learn and practice positive character attributes. When we build good character, we build strong communities. In the school community, character development is woven into programs and practices and it becomes a way of life. Student success is dependent on a safe, caring and inclusive learning environment where all students feel valued. This starts by teaching our students about the value of character – respecting themselves and each other, making positive contributions to their school and community and thinking critically and creatively. Character Development: • Develops the whole student • Engages students in their learning • Contributes to a healthy, safe and orderly school environment • Is universal • Creates a collaborative school where the teaching and learning • Is respectful can be the focus • Strives for an ever growing depth of self-awareness, • Provides high expectations for learning and behaviour self-discipline and understanding Go to: www.tdsb.on.ca/Character Student Success Build Character, Build Student Success is about meeting the individual learning needs of each and every student. This includes understanding their learning style, Success capitalizing on their strengths, abilities and interests. Schools are providing students with more opportunities to Respect, Responsibility, Empathy, Kindness & customize their high school experience. Caring, Teamwork, Fairness, Honesty, Co-operation, Every secondary school in Ontario now has a team comprised of a principal, Integrity, Perseverence a Student Success teacher, special education teacher, and a guidance counsellor. Together, they: • Identify and support students • Provide more options for learning • Monitor student progress Other opportunities to support Student Success include:

Grade 8 to 9 Transition Student Success Teams Credit Recovery/Rescue Dual Credit Program Expanded Co-op Credits/OYAP Specialist High Skills Major Student Voice How do I find out more? If you are interested in any of these programs contact your guidance counsellor and/ or Student Success Teacher to find out which opportunity may be available at your school. More information is available at: www.edu.gov.on.ca/MoreStudentSuccess

Toronto District School Board Choices 9 Build Your Future

Career/Life Development What is a Job? A career is your path through life. It includes education, A job is the position a person holds doing specific duties. learning, different jobs, work (paid and unpaid), family life, For example, consider the occupation of a doctor. The doctor’s friendships, community activities and leisure activities. Career job is working at Toronto General Hospital. People usually development requires students to understand themselves change jobs more often than they change occupations. and opportunities in both the world and workplace so that when presented with opportunities they are prepared to make decisions about their future. What is an Occupation? Career development requires students to learn how to An occupation is similar work for which people usually have make informed choices to ensure their successful transition similar responsibilities and develop a common set of skills from elementary to secondary school and from secondary and knowledge. Occupational titles include: cashier, chef, school to further education, training, and work. It involves insurance agent, nurse, teacher, etc. understanding self, goal setting, decision making and opportunity awareness. What is a Career? The workplace is rapidly changing. As existing jobs become more complex and new jobs demand increased levels of A career is your life path or life story in progress. It includes, education, career development is more critical than ever before. learning, work (paid and unpaid), family life, friendships, The reality is that the challenges and opportunities faced by students community and leisure activities. in this century are unlike those of any previous generation, and that all students today require specific knowledge and skills in education Go to and career/life planning to support them in making sound choices www.tdsb.on.ca/BUILDYOURFUTURE throughout their lives. (Creating Pathways to Success, page 6) High Five

Change Learning Focus on the Follow Access 1 Is Constant 2 Is Ongoing 3 Journey 4 Your Heart 5 Your Allies WeWe change change constantly, constan tlyand, so Graduating from Travelling through Dreaming about your The journey of life is doesand theso doesworld thearound wor usld high school or a life is like travelling future can help you not taken alone. Life —ar includingound us the— includingworking world. post-secondary down a road: having to understand what is like a team sport, and Chancesthe wor areking that wor a ldsingle. program doesn’t mean a destination gives you really want in life. your team members occupation will no longer Chances are that a that your education is direction, but most Knowing what you are your friends, take workers from the single occupation will complete. Education of the time is spent want and keeping it family, teachers, and beginningno longer to takethe end wor ofkers their is not limited to moving along. Pay in mind can give you neighbours. Any of workingfrom the lives. beg Adaptabilityinning to classrooms in a school. attention to the the motivation you them can be willing isthe an endimportant of their skill w orking Opportunities to learn journey, with all of need to deal with life’s and helpful allies toli vcarryes. A daptabilitinto the worldy is anof are everywhere! Learn work. its pitfalls, sidetracks, challenges. Listen to when it comes to important skill to carry to recognize them and into the world of work. make your learning a opportunities, and your inner voice. deciding what steps lifelong experience. highways to new to take on life’s path. destinations.

Toronto District School Board Choices 10 Policies & Practice

Equity & Inclusion in Education The Toronto District School Board has policies and procedures to ensure that students have equity of access to learning opportunities. For students to achieve their full potential, the education system must be free from discrimination and must provide all students with a safe and secure environment so that they can participate fully and responsibly in the educational experience. The implementation of these principles influences all aspects of school life. It promotes a school climate that encourages all students to strive for high standards, affirms the worth of all students, and helps them strengthen their sense of identity and develop a positive self-image. It encourages staff and students to value and show respect for diversity in the school and in the larger community. Learning activities are designed to help students develop a respect for human rights and dignity and to develop a sense of personal, social, and civic responsibility. These activities reflect diverse points of view and experiences and enable students to learn about the contributions of a variety of peoples, in the past and the present, to the development of Canada. Students are encouraged to think critically about aspects of their own and their peers’ backgrounds and to become more sensitive to the experiences and perceptions of others. TDSB Equity All TDSB Schools adhere to the following Ministry Policies: Foundation Statement • Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016 The TDSB values the contribution (OS), which outlines all policy related to secondary education in the province of of all members of our diverse Ontario. community of students, staff, parents/ • Creating Pathways to Success: An Education and Career/Life Planning Program for guardians and community groups Ontario Schools, 2013 (CPS), which describes the career development policy to our mission and goals. We believe designed to help students achieve their personal goals and become competent, that equity of opportunity, and successful and contributing members of society (page 2). equity of access to our programs, • Curriculum policy documents, which outline the requirements for study in services, and resources are critical each subject available in Grades 9 and 10 and Grades 11 and 12. to the achievement of successful • Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First outcomes for all those whom we Edition, Covering Grades 1 to 12 (2010). serve, and for those who serve our • Ontario First Nation, Métis and Inuit Education Policy Framework (2007) school system. The diploma requirements for students is carefully outlined on page 31 of this Caring & Safe Schools publication. Students and their parents/guardians are responsible for ensuring that they adhere to these requirements, and that they give careful consideration each The Toronto District School Board is year to the educational planning process. All Ministry of Education documents are committed to creating school learning available at www.edu.gov.on.ca. environments that are caring, safe, peaceful, nurturing, positive, and respectful and that enable all students TDSB Urban Indigenous Education Centre to reach their full potential. The Urban Indigenous Education Centre offers a range of services for First When a school has a positive climate, all Nation, Métis and Inuit students and families, including wholistic approaches members of the school community that enhance Aboriginal student success and well-being. It also provides feel safe, included and accepted; positive ongoing guidance and support for TDSB staff that work with Aboriginal behaviours and interactions with each students and communities. The Centre utilizes a wholistic approach to enhance other are actively promoted. Students the overall achievement of First Nation, Métis and Inuit students throughout are expected to demonstrate respect the TDSB. for human rights and social justice and promote the values they need to become The Urban Indigenous Education Centre seeks to create more inclusive responsible members of society. teaching and learning environments that enhance the Caring & Safe Schools information is education of all students in the TDSB by promoting the infusion available on the Toronto District School of Aboriginal perspectives, histories and cultures across the Board website at: www.tdsb.on.ca click curriculum for all students. on High School and go to Caring and For more information: www.tdsb.on.ca/AboriginalEducation Safe Schools. The Board code of Conduct is available at: www.tdsb.on.ca/AboutUs/Polices,proceduresForms/Detail.aspx?docid=1714

Toronto District School Board Choices 11 Policies & Practice

Special Education Programs Students who have an IEP or an IPRC designation Recognizing the needs of exceptional students and designing programs that respond generally receive the effectively to these needs are important and challenging aspects of program planning following support: to which the Toronto District School Board staff are committed. The Board provides a wide range of program options for students with special needs, including the Learning ACCOMMODATION Strategies Course (GLE) for students with an Individual Education Plan (IEP). The process of changing, for After an Identification, Placement, and Review Committee (IPRC) identifies a student individual students, the way the as exceptional, an Individual Education Plan (IEP) is developed and maintained for that curriculum is delivered to them in student. An IEP may also be prepared for students who are receiving Special Education ways that are appropriate to their programs and services but who have not been formally identified as exceptional by identified learning needs. These an IPRC. may be in the form of individualized teaching and The IEP is based on a thorough analysis of the student’s strengths, needs, and interests. assessment strategies, human It will identify what the student is expected to learn and will explain how the Special supports, and/or individualized Education program and services will help the student achieve those learning goals and equipment. Accommodations expectations. The IEP will also outline a coordinated plan for supporting students when allow the student to participate making transitions. Further information can be obtained from the secondary school in learning without any changes Special Education personnel or from the Guidance or Student Services department or to the knowledge and skills www.tdsb.on.ca/HighSchool/SpecialEducation. the student is expected to demonstrate.

SEAC - Special Education Advisory Committee MODIFICATION This committee consists of representatives from local associations, community Modifications are changes representatives, and trustees all appointed by the TDSB. SEAC members are made in the age-appropriate available as a resource for parents of students with exceptional needs. All interested grade-level expectations for parents, guardians and members of the public are invited to attend SEAC meetings. a subject or course in order to Further information concerning SEAC can be obtained by visiting: meet a student’s learning needs. Such changes may reflect a www.tdsb.on.ca/HighSchool/Special Education > click Special Education decrease in the number or Advisory Committee (SEAC) complexity of expectations.

Student Planners Many schools use student planners (paper or digital) as important communication vehicles. Planners contain valuable information regarding upcoming events, Code of Conduct, examination protocol and information regarding co-curricular and extra-curricular activities. These publications are extremely useful time management tools and where available, their use needs to be encouraged. Student planners also contain TDSB common pages about the homework policy, code of online conduct, etc. For more information, visit www.tdsb.on.ca/AboutUs/Calendar/StudentPlanners

TDSB Student Senate Captivate • Motivate • Initiate The TDSB Student Senate is a group of 20 democratically elected students from all over TDSB. The Senate's main goal is to bring a student voice to the Boardroom. There are monthly regional meetings in the TDSB regions/quadrants. Through these meetings students The Voice of Every Student can voice their opinions and ideas. The student voice then goes through the Senate and into the Boardroom through two Student Trustees. Student Senate also hosts events, such as the Elections Conference and Grade 9 and 10 Leadership Retreat. The Senate and student voice has initiated items including the Student Leadership Policy, SAC Handbook, Homework Moratorium Policy.

Get involved! Attend the meetings and events and learn more about the opportunities that Senate can offer. Visit www.tdsb.on.ca/High-School/TDSB-Student-Senate or join the TDSB Student Senate Facebook group.

Toronto District School Board Choices 12 Assessment & Evaluation of Student Achievement

Levels of Achievement Not all things that count can be counted. The achievement chart identifies Not all things that are counted count. four levels of achievement, defined as follows: Our responsibility as educators is to be accountable for things that count. Level 4 (80 to 100%) identifies Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First achievement that surpasses the Edition, Covering Grades 1 to 12 (2016) clarifies, coordinates, and consolidates provincial standard. The student the various aspects of the policy, with the aim of maintaining high standards, demonstrates the specified improving student learning, and benefiting students, parents/guardians and knowledge and skills with a high teachers in elementary and secondary schools across the province. degree of effectiveness. The Seven Fundamental Principles of Assessment and Evaluation: Level 3 (70 to 79%) represents the provincial standard for achievement. To ensure that assessment, evaluation, and reporting are valid and reliable, and The student demonstrates the that they lead to the improvement of learning for all students, teachers use specified knowledge and skills practices and procedures that: with considerable effectiveness. • are fair, transparent, and equitable for all students; Level 2 (60 to 69%) represents • support all students, including those with special education needs, achievement that approaches those who are learning the language of instruction (English or French), the provincial standard. The and those who are First Nation, Métis, or Inuit; student demonstrates the specified knowledge and skills • are carefully planned to relate to the curriculum expectations and with some effectiveness. Students learning goals and, as much as possible, to the interests, learning styles performing at this level need to and preferences, needs, and experiences of all students; work on identified learning gaps • are communicated clearly to students and parents/guardians at the to ensure future success. beginning of the school year or course and at other appropriate points Level 1 (50 to 59%) represents throughout the school year or course; achievement that falls much • are ongoing, varied in nature, and administered over a period of time to below the provincial standard. The provide multiple opportunities for students to demonstrate the full student demonstrates the specified range of their learning; knowledge and skills with limited • provide ongoing descriptive feedback that is clear, specific, meaningful, effectiveness. and timely to support improved learning and achievement; Below 50: The student has not demonstrated the required • develop students’ self-assessment skills to enable them to assess their knowledge and skills. Extensive own learning, set specific goals, and plan next steps for their learning. remediation is required. Assessment & Evaluation The primary purpose of assessment and evaluation is to improve student learning. Assessment is the process of gathering information that accurately reflects how Academic Honesty well a student is achieving the curriculum expectations in a subject or course. It is the intention of the TDSB to Assessment is seen as both assessment for learning, a process which determines provide a consistent and fair approach where students are in their learning and where they need to go, and assessment to dealing with instances of academic as learning which focuses on the explicit fostering of students’ capacity over time dishonesty, specifically with plagiarism to be their own best assessors. and cheating. To ensure academic honesty and avoid instances of Evaluation refers to the process of judging the quality of student learning on the plagiarism, it is the student’s basis of established performance standards and assigning a value to represent responsibility to understand what that quality (Note Levels of Achievement). Evaluation accurately summarizes and actions constitute plagiarism, as communicates to parents/guardians, other teachers, employers, institutions of well as the penalties that correspond further education, and students themselves what students know and can do with to academic dishonesty and plagiarism. respect to the overall curriculum expectations. Evaluation is based on assessment Direction to staff and students on this of learning that provides evidence of student achievement at strategic times issue are described in the Academic throughout the grade/course, often at the end of a period of learning. Honesty Procedure (PR 613) found at As referenced from Growing Success. For the entire document, visit the Policies, Procedures and Forms www.edu.gov.on.ca/eng/policyfunding/GrowSuccess.pdf. www.tdsb.on.ca/AboutUs/ Policies,ProceduresForms

Toronto District School Board Choices 13 Reporting

The Credit System is includedO fnortar studeniot S andtuden parent/guart Transcrdian commenipt t. A credit is granted when a course that has been scheduled for a minimum of 110 hours is successfully completed (a • The Ontario Student Transcript (OST) is a provincially mark of 50% or more). “Scheduled time” is defined as the time standardized document which provides a comprehensive during which students participate in planned learning record of a student’s achievement in secondary school. activities designed to lead to the achievement of the curriculum Copies are available to students upon request. expectations of the course. • The credits that a student has earned towards fulfillment of the requirements for the graduation diploma will be Failure to Complete Courses recorded on the OST, regardless of how or where the credits were earned. If a student has completed a course, but has failed to achieve the curriculum expectations at a passing level, no credit will • In Grades 9 and 10 only the successfully completed be granted. At this time, staff will determine the best way courses are recorded on the OST. to enable the student to earn a credit for the course, in • In Grades 11 and 12 withdrawals, repeats and successful consultation with the student and parents/guardians. This courses are recorded on the OST. may be done at summer school, through an individualized remediation program, credit recovery or by repeating the entire course. Attendance Withdrawal from a Course RegularRegular attendance attendanc eat a schoolt school is iscritical critical for f orstudents’ learning If a student in a Grade 11 or 12 course withdraws after five andstuden achievementts’ learning of courseand achiev expectations.ement of cStudentsourse ! instructional days following the issue of the second to last areex prequiredectation tos. Sattendtuden schoolts are r equiruntil theyed to reach attend the school provincial report card, the withdrawal is recorded on the ageuntil of they 18 or reach graduate. the age Where, of 18 orin gtheradua Principal’ste. Wher judgment,e, in the Ontario Student Transcript (OST). The percentage grade at aP student’srincipal’s frequentjudgmen absencest, a studen fromt’s fr schoolequen tare absenc es the time of the withdrawal is recorded. If a student withdraws jeopardizingfrom schoo his/her/theirl are jeopardizing successful his/her/their completion suc ofcessful a before the five instructional days following the issue of the course,completion staff will of acommunicate course, staff with will thecommunica student andte with parents/guardians second to last provincial report card, the withdrawal is not toth explaine stude thent a npotentiald paren ts/guarconsequencesdians to explain the recorded on the OST. (The Ontario Student Transcript (2010), ofpot theen absences,tial consequenc and toes discuss of the a stepsbsenc thates, a nd to page 12) coulddiscuss be sttakeneps thato improvet could bestudent taken attendance. to improve student attendance. Provincial Report Card The standard Provincial Report Card includes the following information: • each course that the student is studying; Ontario Student Record • the student’s mark expressed as a percentage grade, along • The Ontario Student Record folder (OSR) is the official with the course median; record for a student. The OSR is created when a student enters the Ontario school system and moves with the • number of classes missed and times late for class; student from school to school. Every Ontario school • the student’s achievement in six learning skills; keeps an OSR for each student enrolled. • an anecdotal comment from each subject teacher • The OSR is created under the authority of the Education with a focus on what students have learned, including Act, and the contents of the OSR are protected under the significant strengths, and identified next steps. Freedom of Information and Protection of Privacy Act. The report card will include information with respect to a Parents/guardians and the student may examine the student’s Individual Education Plan (IEP) where appropriate. contents of the OSR on request, with the assistance of The report card will also indicate whether a course has been the principal or designated administrator. adapted to meet the needs of students who are • The OSR folder contains achievement results, credits learning English as a Second Language or need assistance earned, and other information important to the with English Literacy Development. education of the student. Student progress is generally reported at mid-term or mid-semester and completion of the year. A Response Form is included for student and parent/guardian comment. A summary of credits earned to date, including a break-down of compulsory and optional credits, is provided at the end of the final report card of the year or semester.

Toronto District School Board Choices 14 Alternative Learning Opportunities School Profiles Alternative Schools on the web: www.tdsb.on.cawww.tdsb .on.c> Clicka on Find The following chart provides an overview of the alternative learning experiences available to students in the www.tdsb.on.ca Your School > By Program > AlternativeClick Schools on TDSB. The environments vary and are aimed at providing students with an alternative educational Click on Find Your School experience suited to their learning styles/preferences and/or needs. Each of the schools and programs Find Your School differs in their approach to student learning and program structure. Some admission criteria has been By Program By Program included to help guide interested students to an appropriate choice. For more specific admission requirements, please contact the school or program directly or access school profiles. For more Alternative Schools Alternative Schools information, go to www.tdsb.on.ca click on Find Your School and then Alternative Schools. Alternative Learning Environments Phone Profile ALPHA II Alternative School 416-393-0501 Student directed learning; Grades 7 to 12 (ASE I) Alternative Scarborough Education 416-396-6914 Self-directed and motivated learners; student-centred, supportive and inclusive community; blended and e-Learning options; semestered, Grades 11 to 12 Avondale Secondary Alternative School 416-395-4542 Small, flexible, supportive and inclusive community for academic self-directed students; non-semestered; Grades 10 to 12 EdVance Adolescent Program - BCALC 416-394-7130 18 to 20 year olds CALC 416-393-9740 EALC 416-395-3225 YALC 416-395-3350 SCAS 416-396-6921 City School 416-393-1470 Student-centered, small, supportive community of academic learners; semestered; Grades 9 to 12 Contact Alternative School 416-393-1455 Retention and re-entry program; 16 years and older; Grades 9 to 12; quadmestered Delphi Secondary Alternative School 416-396-6919 Problem-based learning for highly motivated students; student-centred, supportive and inclusive community; semestered; Grades 9 to 12 East York Alternative Secondary School 416-396-2925 Small, flexible, student-centered, restorative, community school; for 16-20 year olds; Grades 10 to 12; semestered Inglenook Community School 416-393-0560 Small, intimate, community-focused environment; semestered; Grades 11 and 12 Oasis Alternative Secondary School a) Oasis Arts and Social Change Program 416-393-9830 Several unique continuous-intake programs, b) Oasis Triangle Program 416-393-8443 meeting a variety of needs; age varies depending on pro - c) Oasis Skateboard Factory 416-393-0845 gram (14 to 20 year olds); Grades 9 to 12; semestered Parkview Alternative School 416-396-559 2 Small, quiet, student-centred community for 16 to 20 year Co-op Program 416-396-3321 olds; Applied/College Courses; quadmestered; Grades 9 to 12 (S.E.E.) School of Experential Education 416-394-6990 Focus on re-engagement; small, caring community; credit recovery; continuous intake; 14-20 year olds; Grades 9-12; semestered SEED Alternative School 416-393-0564 Small, highly academic program; university and college preparation for Grades 11 and 12; semestered. (S.O.L.E.) School of Life Experience 416-393-0756 Semestered, academic and personalized alternative; Grades 11 to 12; blended and e-Learning options Subway Academy I 416-393-9466 Small, quiet, student-centred community school; college and university pathways; credit recovery options for grade 10-12 courses; Grades 11-12 Subway Academy II 416-393-1445 Flexible, independent study program; semestered; Grade 11 and 12 The Student School 416-393-9639 Semestered blended learning model with individual sup- port; Grades 11 and 12 West End Alternative School 416-393-0660 Semestered; minimum 8 credits; Grades 10 to 12 Year Round Alternative Centres a) Etobicoke - 160 Silverhill Dr. 416-394-2120 Focus on re-engagement; small, caring community; b) North East - 2900 Don Mills Rd. 416-395-5300 Grades 10 to 12 courses are offered (dependent on need); c) North West - 425 Patricia Ave. 416-395-4824 credit recovery options for grade 9-12 courses; coop op - tions available; quadmestered; Grades 10 to 12 d) South East - 720 Midland Ave. 416-396-4552 Toronto District School Board Choices 15 Alternative Learning Opportunities

to obtain permission from the day school Credit Recovery to enrol in night school and Saturday Summer School Students may enroll in a credit recovery credit courses. The Toronto District School Board program if one is offered at the school Credit courses are open to all high offers credit courses under the through a referral from the Student school students and adults with current OSS curriculum guidelines. Course Success Team. Credit Recovery provides pre-requisites. Students may take a new selections must be made in accordance opportunity to get a credit without credit, or re-take a course previously with the Ministry of Education repeating the entire course. Credit taken to upgrade a mark. Students curriculum guidelines. Parents and Rescue provides support to students cannot enrol in a course if they are taking students must consult with their day by way of intervention to attempt to the course in day school. school guidance counsellor regarding rescue the credit before the student fails. course selections and pre-requisite See your guidance counsellor for details. courses. Adults wishing to enrol in For more information, go to summer school courses at our two www.CreditPrograms.ca Music Certification adult high schools must have earned the pre-requisite in Ontario. Courses The Ministry of Education allows Other Ways of Meeting taken out of province or in Ontario students who complete appropriate prior to 2004 are not accepted as Royal Conservatory of Music (RCM), Diploma Requirements pre-requisites in summer school. “Certificates” to be granted credits Although most students complete the The following types of courses are under OS, section 7.3.4. majority of their studies in a secondary offered: The two external credits pertaining to school, credits towards the Ontario Regular Credit Courses: Open to all RCM - Toronto are as follows: Secondary School Diploma may be high school students and adults with RCM Grade 7 Practical & Level 6 or 7 earned in a variety of other ways. These current pre-requisites. Students may Theory = AMX3M (1 credit) include e-Learning, Continuing Education, take a new credit, or re-take a course RCM Grade 8 Practical & Level 8 Independent Learning Centre (ILC), previously taken to upgrade a mark. Theory = AMX4M (1 credit) private schools , etc. See your guidance counsellor for more information. Remedial Credit Courses: Open to all Please note the following: high school students who completed • External credits cannot be used as the the course during the previous school compulsory art credit requirement. Prior Learning Assessment year and earned a final mark of at least • A maximum of two external credits & Recognition (PLAR) 35% but below 50%. Students who can be awarded to students taking have successfully completed the credit music programs outside the school. The PLAR “challenge process” allows with a mark of 50% or higher are not • The mark assigned for AMX3M or adolescent students who have gained eligible for remedial credit courses. AMX4M is the average of the RCM knowledge and skills outside secondary practical and the RCM theory/ school, in both formal and informal ways rudiments marks. to obtain credits (OS, section 7.2.5). The For Summer School information, prior learning is evaluated against the • There are restrictions on the number visit www.CreditPrograms.ca expectations outlined in the provincial of additional in-school music credits curriculum policy documents for the a student can earn in Grade 12 and/or through PLAR. Students should purpose of granting credit. The PLAR check with a guidance counsellor. policy states: • Students may earn a maximum of four credits, including a maximum Continuing Education of two credits in any one discipline. The Toronto District School Board • Students can only challenge courses offers a night school program and a that are taught in TDSB schools. Saturday credit program under the OSS • Students may challenge only Grades curriculum guidelines. Course selections 10, 11 and 12 courses. must be made in accordance with • The PLAR challenge process includes the Ministry of Education curriculum a formal test (70%) and other guidelines. Parents and students must assessments (30%). consult with their day school guidance • PLAR occurs annually each winter. counsellor regarding course selections • For more information about the and pre-requisite courses. The Ministry of PLAR application and process, Education requires day school students see your guidance counsellor. Toronto District School Board Choices 16 Alternative Learning Opportunities Dual Credit Programs School Within A College Program (SWAC) SWAC is a Ministry initiative partnering the Toronto District The Dual Credit Programs provide students the unique School Board with local community colleges to offer opportunity to experience new and varied learning that secondary students the opportunity to earn secondary appeals to their interests, strengths, and learning profile. school credits and dual credit ‘General Education’ college Upon successful completion of the college-delivered course, credits with the continued goal for our students to students earn both a college and secondary school credit. complete an Ontario Secondary School Diploma (OSSD). A maximum of four optional credits may count toward the To be eligible for this program, students must be between OSSD for approved college courses or Level 1 in-school the ages of 17 to 20, have completed 22 or more credits, apprenticeship training. passed the Literacy Test and be in a position to graduate. For more details on program offerings and the application Students must have the potential to succeed in college and will be choosing the apprenticeship or college pathway process, please contact your school Student Success Team, upon graduation. guidance counsellor or visit https://www.tdsb.on.ca/High-School/Going-to-High- Students spend a semester in secondary school courses School/Specialized-Schools-and-Programs/Dual-Credits (including credit recovery) as well as college-delivered dual credit courses. Students participate in this comprehensive Below is a sample of dual credit courses that were previously program five days per week for one semester on a college offered. Each year courses may change pending SCWI (School campus. For more information, please contact your Student College - Work Initiative) and Ministry funding and approval. Success Team and/or Guidance Counsellor. Arts/Communications Technology https://www.tdsb.on.ca/High-School/Going-to-High- George Brown 2D Digital Art School/Specialized-Schools-and-Programs/School- Humber Acting for Film and Television Within-a-College Centennial Art and Design Portfolio Development Humber Broadcast Equipment Seneca Composition and Creativity Centennial Dynamics of Global Tourism Seneca Computer Applications George Brown Forensic Psychology George Brown Digital Art and Design Humber Indigenous Perspectives (on Music, Film & Media) Seneca Digital Art and Design Seneca Interpersonal Communication Skills Centennial Digital Photography and Image Editing George Brown Introduction to Psychology Seneca Drawing Seneca Introduction to Psychology Seneca Fashion Design (& Illustration) George Brown Introduction to Sociology George Brown Fashion Design (Intro to Sewing & Drafting) Seneca Introduction to Sociology George Brown Film Studies Humber Introduction to Sociology George Brown Good Vibrations: The Evolution of Popular Music Seneca Leadership in Society Centennial Growing Up Digital Humber Popular Culture HumberHumber Illustration (Life Drawing) Centennial Principles of Psychology Humber Introduction to Studio Production Seneca Principles of Psychology Humber Lighting Technology Humber Psychology George Brown Modelling and Animation Seneca Psychology and Group Dynamics Humber Modelling and Animation Humber Skills for Success (Digital Culture) Centennial Network Technologies Centennial Sociology (Exploring Identity) George Brown Performing Arts Career Studies George Brown Speaking with Confidence Seneca The Beat Generation George Brown Visual Gestural Communication Seneca Theory and Practice of Film and Television

Centennial Web Page Design Trades/Transport and Industrial Technologies Business/Finance/Sales and Service Seneca Aeronautics Seneca Accounting Basics Centennial Automotive Basic Skills Seneca Accounting Basics II Humber Baker Centennial Customer Service George Brown Baking and Pastry Humber Introduction to Business Centennial Baking Techniques (Principles & Practices) Seneca Introduction to Marketing Humber Blueprint Reading George Brown Project Management Humber Building Systems Health/Natural and Applied Sciences Seneca CAD Fundamentals Humber Child Development Seneca Anatomy and Physiology (Nursing) Seneca CNC Manual Programming Centennial Body Treatments (Makeup/Pedicures & Manicures) George Brown Construction Health, Safety Awareness Seneca Forensic Science Humber Cook Centennial Health Care in Canada Humber Culinary Techniques George Brown Health Literacy: From Individual to Communities Seneca Engineering Drawing Humber Introduction Spa Management George Brown General Machining Principles and Practice Seneca Make-Up (Beauty and Glamour Makeup Techniques) Centennial Heavy Duty Equipment Technician Humber Make-Up (Cosmetic Application) Humber Home Renovation (Safety) Seneca Nutrition: Making Better Choices Humber Horticulture Humber Promoting Health and Safety (ECE) Humber Hospitality and Tourism Humber Sociology of Sport George Brown Mathematics for Building Technology Social Sciences and Human Services Humber Methods of Construction George Brown Special Event Planning and Delivery George Brown Aboriginal People and Canadian Society - Introduction Seneca Sprinklers (Fire Protection) Centennial Canadian Criminal Justice Systems George Brown Trends and Issues in Tourism Humber Canadian Criminal Justice Systems Centennial Truck and Coach Technician Humber College Seminar (Educational Planning) George Brown Welding Centennial College Success Toronto District School Board Choices 17 Alternative Learning Opportunities

TDSB secondary students are eligible to apply for one TDSB’s e-Summer School is available to all Ontario e-Learning day school course per semester. Students remain residents, aged 14-20. This free high school credit at their Day School (OSR School) and course requests require program is for Ontario secondary school students who approval from the student’s Guidance Counsellor. wish to pursue secondary school credit courses online. The Online Classroom provides an innovative, relevant There are two sessions during the summer months. and engaging learning environment where students work During the e-Summer school students are expected to: independently and collaboratively. • login daily to the classroom; The e-Learning courses have been developed by the Ministry • participate regularly in classroom discussion of Education and are delivered by TDSB Day School Teachers threads, tutorials and lessons These courses are part of TDSB student’s timetable, appear • complete and submit assignments as required on the student’s transcript upon completion and are fully Registration includes making an online course request, compliant with TDSB and Ministry expectations and policies. printing the permission form attached to the e-Summer school confirmation email, getting parent/guardian Benefits of e-Learning signature and providing it to your Guidance Counsellor. • access to courses that may not be available at the student’s TDSB school; Students are eligible to take one course per session. [The • enables students to learn in a flexible, engaging only exception is half credit courses (GLC2OE/CHV2OE) environment; which can both be taken in one session] • may help to resolve timetable conflicts. Important Is e-Learning for you? All enrolled students must attend an orientation session Students who are successful in an online course are usually: (online) to meet their teacher at the beginning of each • self-directed, self-motivated and able to plan, organize session. In addition, if the e-Summer course has a final time and complete assignments and activities; examination, students must attend a supervised face to • comfortable with technology, i.e. email, attachments, face exam at a central location at the end of each session. internet research, etc; For more information visit, • capable of working independently; schoolweb.tdsb.on.ca/elearning/e-SummerSchool.aspx • able to regularly use a computer with internet access. after April 1. Important All enrolled students must attend an orientation session to meet their teacher at the beginning of each semester (September and February). In addition, if the e-Learning course has a final examination, students must attend a supervised face to face exam at a central location at the end of each semester (January and June). Students need to spend an equal amount of time with their online coursework as they would in a face-to-face classroom course. Interested in learning more? • Please visit http://schoolweb.tdsb.on.ca/elearning/e- LearningDaySchool.aspx for a full list of courses offered • Select your course online and follow the online registration process • Make an appointment with your Guidance Counsellor to submit your signed parent/guardian permission form, review your course selection and obtain approval

Toronto District School Board Choices 18 Re-Engagement Opportunities

e-Credit Credit Courses Courses +18 +18

Continuing Education The e-Credit 18+ program is for adult learners age 18 and over who are no longer attending school full time and want to earn credits online to complete their High and School Diploma. Community Opportunities Important All enrolled students must attend an orientation session to meet their teacher at www.tdsb.on.ca the beginning of each session (September and February). In addition, if the e-Credit Adult Learners or Community course has a final examination, students must attend a supervised face to face exam at a central location at the end of each session (January and June). Our eligibility criteria require that students enrolled in the e-Credit Course Program must not be attending another TDSB or Ontario secondary school simultaneously. If you are enrolled in a full-time day school program you will be removed from your e-Credit Course. For more information on how to register please visit our website: http://schoolweb. tdsb.on.ca/elearning/e-Credit18.aspx Eligibility The Toronto District School Board Students must: is the community's key provider • be 18 years of age or older; of alternative, life-long • not attending a publicly funded day school; opportunities for learning. • provide an official transcript; Continuing Education and • meet the necessary prerequisites for course eligibility. Community programs include the following: Adult High Schools • Adult Credit Programs Adult- Adult High SchoolsHigh Schools Toronto District School Board has five adult high schools for students 21 years of age and older, wishing to complete their diploma or upgrade their skills for post- e-Learning- e-Learning 18+18+ secondary opportunities or transition to work. For complete program offerings Community Programs - General Interests • Community Programs and admission requirements please contact the appropriate school directly or visit (Learn General- G ener4 InterestsLife)al In (Learnterests 4 Life) (Learn 4 Life) www.adultschoolstoronto.ca. • Learn English LINC- LINC (Language (Language Instruction Instruction for Newcomers for Newcomers to Canada) to Canada) ESL- ESL Programs Programs • Skills Development Essential- Essen tialSkills Sk Upgradingills Upgrading

For more information, visit:

www.tdsb.on.ca Click on Adult Learners or Community

Toronto District School Board Choices 19 Re-Engagement Opportunities

EdVance and Adult High Schools

The Toronto District School Board offers five EdVance schools, a program that enables learners 18-20 years old to complete their high school diploma or change career paths at an accelerated rate. Each EdVance school is attached to an adult high school offering credit courses for students 21 years of age and older. Students may complete their diploma, improve their language skills, upgrade for post-secondary opportunities or transition to work. For complete program offerings and admission requirements, please contact the appropriate school directly or visit www.adultschoolstoronto.ca.

School Phone Profile

Burhamthorpe Adult 416-394-7130 Burnhamthorpe offers EdVance and adult programming with a wide range Learning Centre of credit courses at both the college and university level, ensuring students are prepared to excel in their chosen pathway whether it be the workplace, trades, college or university. Burnhamthorpe has a growing program of tech programs to prepare learners for the job market. Focusing on student success and wellbeing, we offer a variety of student supports, settlement services and community partnerships. We are located in Toronto’s west end at Burnhamthorpe Rd & the 427. www.burnhamthorpe.org City Adult Learning Centre 416-393-9740 CALC offers a wide range of credit courses at the college and university (CALC) levels, and specialty programs including Personal Support Worker (PSW), Culinary Arts, Co-op and ESL Credit. In addition CALC has many community partners providing support to our learners. We are conveniently located downtown at Broadview subway station. www.calconline.net

Emery Adult Learning 416-395-3225 At Emery our EdVance and adult programs boast a caring, supportive and Centre nurturing environment, designed to meet your unique learning needs. We offer academic credit courses leading to university, college, trades and the workplace. In addition Emery offers Co-op, Business and Hairstyling programs. We are located in the north west part of the city on Weston Rd near Finch Ave. schoolweb.tdsb.on.ca/emeryalc

Scarborough Centre for 416-396-6921 SCAS Adult and EdVance offers credit courses leading to university, Alternative Studies (SCAS) college, apprenticeship programs, and other post-secondary endeavours. Our Adult programs include ESL, Medical Office Administration, Hairstyling, and Co-op. Our EdVance programs offer students between 18-20 years an opportunity to accelerate their learning towards earning their graduation diploma. We focus on our students’ ongoing success. SCAS (Adult and EdVance) is located at 720 Midland Avenue near Eglinton Ave. East. Please visit us at www.scasonline.com for more information.

Yorkdale Adult Learning 416-395-3350 At Yorkdale we believe in your success. Our EdVance programs include Centre Co-op, ESL, Culinary Arts, Hairstyling, Woodworking, Technology, Business and Arts. Our adult specialty programs include Co-op, ESL, Business I.T., Personal Trainer, Introduction to Healthcare, Nutrition Certificate, Personal Support Worker (PSW), Hairstyling and Child Care. We also offer a range of credit courses at the college and university level. Yorkdale is located on Orfus Rd. near the 401 & Dufferin. www.yorkdale.net https://schoolweb.tdsb.on.ca/burnhamthorpehomehttp://schools.tdsb.on.ca/calc/ https://schoolweb.tdsb.on.ca/emeryalchttp://www.scasonline.com/ http://yorkdale.net/

Toronto District School Board Choices 20 Re-Engagement Opportunities

The following opportunities are available within the Toronto District School Board (TDSB) for students aged 18 to 21 who have left school and are looking to re-engage in their education.

Alternative Schools on strengthening literacy skills, credits through the completion of accumulation of credits (2 to 3 in a individual subject assessments and These schools provide an alternative, nine-week term and 8 to 10 in a full up to 10 credits at the Grade 11 and unique learning experience in each year) and valuable work experience 12 level. The last four grade 11 or 12 school (see page 15). The environments through cooperative education. credits cannot be granted. They must vary and provide an educational Students who are eligible have been out be earned credits. Contact Continuing experience suited to individual learning of school, but have demonstrated Education for more information about styles/preferences and/or need. Admis- dedication to earning their diploma, the equivalency process or visit sion criteria, age and grade for entry and can attend regularly. www.tdsb.on.ca/Adult-Learners/ differ for each school. Adult-Credit-Programs. www.tdsb.on.ca/Find-your/School/ alternative-schools Night School Year Round Schools Continuous Intake Co-op Continuing Education offers an These four schools assist students to Academic Credit Night School Program get back on track and then transition to Continuous Intake Co-op (CIC) provides two nights per week in two 15-week other opportunities. There are four an opportunity to earn credits while semesters. Night School is open to TDSB different entry points annually; each gaining work experience. Students day school and non-TDSB adolescent session being approximately 10 weeks. complete the co-op curriculum, learn students who are working towards These schools offer: Grade 9 and 10 about workplace safety, human rights, their secondary school diploma and courses, dual credits, credit recovery, resume writing, interview skills, who meet the criteria. access to a child and youth worker, employment standards and other a nutrition program and expanded work-related topics. You can join the PLAR for Mature Students cooperative education opportunities. program at any time during the school year and may earn one, two, three or (Prior Learning Assessment four credits. This program is open to Recognition) If you are 18-21 years 17 to 20 year olds. old and have been out of school for one year, you may be eligible for Prior Learning Assessment Recognition EdVance (PLAR). This is a formal evaluation to grant high school credits for past EdVance programs allow students learning, training, work and volunteer ages 18 to 20 years old to complete a experience, hobbies and interests, and high school diploma in a flexible, knowledge of a first language (other personalized program in an adult than English or French). The Assessment environment. The program focuses may grant up to 16 Grade 9 and 10

General Educational Development (GED) Testing Earn your ONTARIO HIGH SCHOOL EQUIVALENCY Toronto District School Board’s GED Program will assess CERTIFICATE from the Ministry of Education. how close you are to passing and, if needed, will coach The GED is for adults 18 years or older and out of you through practising your skills to maximize your school for one full year who have gained the lasting success on the tests. skills of a Grade 12 graduate through life-long learning GED Achievement offers you a two-part program: and on-the-job experiences. GED Readiness Assessment: 2.5 hours (1 session) The Independent Learning Centre (ILC) is the sole GED Coaching and Practice: 18 hours (7 sessions) provider of the GED testing services for the province. Location: Central Technical School, 725 Bathurst Street For information, visit www.ilc.org.

Visit the website at www.gedcanada.net. Call 416-481-6043 for information and registration.

Toronto District School Board Choices 21 Specialized Programs

Interested in Specialized Schools and Programs?

Below is information outlining specific specialized programs. You will need to follow the Optional Attendance guidelines if you intend to apply to these schools/programs or any other school you may be interested in. Research these opportunities at www.tdsb.on.ca/findyourschool and click on By Program. If you are considering a change, ask your guidance counsellor.

www.tdsb.on.ca

Africentric Secondary Leadership Pathway Find Your School Program The Leadership Pathway program This program offers students the helps students assume ownership By Program opportunity to learn in some of their for their leadership development. courses through an Africentric lens. This Students must take the initiative to International Baccalaureate program provides an alternative way of become involved in a variety of learning while still being part of in-school and community leadership the Winston Churchill CI, and Downs- opportunities. Students develop and The International Baccalaureate (IB) view SS. expand their leadership skills through program is a world-renowned graduation involvement in clubs and councils, diploma which is recognized for Art Focus/Program specialized classes, additional community admission to universities throughout These programs are for students involvement hours, guest speaker the world. Students participating in the who wish to pursue visual and sessions and workshops. program will: performing arts at a professional level. • demonstrate and maintain This program consists of intensive Math, Science superior academic achievement; programs within select schools as well & Technology • grasp new information quickly as specialized schools focused solely and retain it; on the arts. The specialized facilities These programs are designed for students • be persistent and self-motivated; within these schools enable them to who express a deep understanding and • demonstrate excellence; offer a unique learning experience for interest of these subjects. students who want to specialize in • show commitment to community their elective courses in the arts. service; and, Optional Attendance • study at least two languages and

Cyber Arts/Studies increase their understanding of All students have the right to These programs combine computers cultures, including their own. attend the school designated to and art in small classroom settings serve their residential address. All external examinations, certificates where students may learn animation, and diplomas are prepared, graded sound and design technology, The TDSB Optional Attendance Policy (P013) governs the and awarded by the Geneva-based integrated computer studies and International Baccalaureate Office. applications. procedures for students who wish to attend a school This program is designed to provide Elite Athletes beyond their designated a global perspective, as part of these programs you will study a variety These programs accommodate the attendance area. of disciplines from business and special needs of provincial or national commerce to languages. athletes by constructing special time Maps showing the secondary tables and unusual arrangements school(s) designated by to complement coaching and travel address can be found at schedules. TDSB schools provide www.tdsb.on.ca/ programs that bring athletes together for curriculum contact, leadership and Findyour/School/ByMap mutual support.

Toronto District School Board Choices 22 Specialist High Skills Major Programs Specialist High Skills Majors include: Specialist High Skills Major (SHSM) Arts & Culture Albert Campbell CI Specialist High Skills Major (SHSM) are Ministry approved programs. Every SHSM George Harvey CI program must include the following five components. Georges Vanier SS Kipling CI 1. A package of 8 to 10 required credits earned in Grade 11 or 12 that constitute Newtonbrook SS a pathway to one of four possible destinations: apprenticeship training, Northern SS college, university, or the workplace. Northview SS Oakwood CI The package must include: R.H. King Academy Rosedale Heights School of the Arts • four credits – called the “major” credits – these courses provide knowledge Silverthorn CI and skills closely related to the particular sector of Thistletown CI specialization, which are specified in each of the SHSM sectors. Western Technical School Weston CI • two to four additional required credits for courses in English and other Westview Centennial SS relevant disciplines (e.g., science, mathematics, or business studies), as Wexford Collegiate School for the Arts York Memorial CI specified in each of the SHSM sectors which include a minimum of 6 hours Aviation & Aerospace of learning that contextulalizes the subjects curriculum expectations for a Georges Vanier SS particular SHSM sector. Weston CI Business • two cooperative education credits. A.Y. Jackson CI Agincourt CI 2. Certifications and training, which are identified in each SHSM sector. Bloor CI 3. Experiential learning through job shadowing, job twinning, work experience, Cedarbrae CI Central Toronto Academy and career exploration activities. Dr. Norman Bethune CI 4. Sector-partnered experiences in which students engage with a sector partner Forest Hill CI Jarvis CI to explore sector-related content, skills, and knowledge involving either John Polanyi CI ICE (innovation, creativity, and entrepreneurship), coding, or mathematical L’Amoreaux CI literacy. Lakeshore CI Sir Wilfrid Laurier CI 5. “Reach ahead” opportunities, which allow students to experience learning Construction in their intended postsecondary destination. Albert Campbell CI Cedarbrae CI Central Technical School George S. Henry Academy Etobicoke CI George Harvey CI Kipling CI Northern SS Lakeshore CI Lakeshore CI Western Technical-Commercial School Lester B. Pearson CI Lawrence Park CI Weston CI Sir Wilfrid Laurier CI Marc Garneau CI Non-Profit West Humber CI Newtonbrook SS A.Y. Jackson CI Westview Centennial SS Northview Heights SS Agincourt CI Sir Wilfrid Laurier CI George Harvey CI Environment Sir William Osler HS Harbord CI George S. Henry Academy Thistletown CI Western Technical-Commercial School SATEC @ W.A. Porter CI Western Technical School Sports Information Communication Agincourt CI Health & Wellness Technology Central Technical Academy A.Y. Jackson CI Bloor CI Etobicoke CI Birchmount CI Central Technical School Malvern CI Bloor CI Etobicoke CI Oakwood CI Central Technical School George Harvey CI Weston CI George Harvey CI Georges Vanier SS George S. Henry SS Kipling CI Transportation John Polanyi CI L’Amoreaux CI Albert Campbell CI L'Amoreaux CI Lakeshore CI Central Technical School Lester B. Pearson CI Marc Garneau CI Danforth C and TI Martingrove CI Northview Heights SS Emery CI Newtonbrook SS Runnymede CI John Polanyi CI Northern SS SATEC @ Porter Northern SS Parkdale CI Stephen Leacock CI West Hill CI Westview Centennial SS Thistletown CI Westivew Centennial SS York Memorial CI West Humber CI Winston Churchill CI Horticulture & Landscaping Justice, Community Safety, Burnhamthorpe CI and Emergency Services David and Mary Thomson CI Central Technical School Parkdale CI Humberside CI How do I find more information about SHSM? John Polanyi CI www.edu.gov.on.ca/morestudentsuccess/SHSM.asp Hospitality & Tourism Runnymede CI Central Technical School SHSM programs offered are subject to change. Danforth C&TI Manufacturing Agincourt CI Birchmount CI Toronto District School Board East York CI Choices 23 Other Programs

Newcomer Reception Centres At the Newcomer Reception Centres, students new to Canada receive a warm welcome, an orientation to the school system, and an in-depth assessment of their English and mathematical skills. During the 2020-2021 school year, assessments may be conducted after students register at their home school. West End Reception Centre call 416-393-0542 • Georges Vanier Reception Centre call 416-395-9440

AAdvanceddvanced Placement Placemen (AP)t (AP) French Language Programs The Advanced Placement Program (AP) allows students to There are 3 programs in French as a Second Language earn a Grade 12, University Preparation credit and pursue at the secondary level in the Toronto District School university level work while still in high school. In partnership Board. For more information about TDSB with the College Board, schools offer AP exams which are French programming, visit www.tdsb.on.ca/ compiled by the Development Committee which consists of Elementary-School/School-Choices/French-Programs representatives from a wide range of well known universities. CORE FRENCH PROGRAMS These exams are graded by university professors and These courses are designed as a continuation of the experienced AP teachers from different parts of the world by Core French program begun in elementary schools. A using common scoring standards. Successful completion of special Introductory French course for students who the AP exam may result in the opportunity to earn placement have not accumulated the 600 hours of instruction in into second year university courses. French at the elementary level for whatever reason is also available in many schools. All students are required Cisco/Nortel Systems to complete one credit in French as a Second Language These programs provide specialized equipment and staff as a graduation requirement. training so that Technology departments can offer selected EXTENDED FRENCH PROGRAMS students the opportunity to earn CISCO/ Nortel Networking These courses have been designed for students who certification through the completion of successive have accumulated a minimum of 1,260 hours of Communications Technology credits. instruction in French at the elementary level via the English Language Learning elementary Extended French program. The program includes French, plus other subjects studied in the Toronto schools are proud to serve the most multicultural city French language. Students who complete a total of 7 in the world. Most Toronto secondary schools offer special credits in French, 4 credits in Extended French and 3 in programs for newcomers from other countries, so they can a subject taught in French, are eligible for the Certificate learn English and continue their education at the same time. of Bilingual Studies (Extended French). This program is Newcomers begin their new educational careers with a visit to available at 11 secondary schools. a Newcomer Reception Centre for an assessment and advice IMMERSION FRENCH PROGRAMS on starting school and choosing courses. These courses have been designed for students who ESL and ELD PROGRAMS have had a minimum of 3,800 hours of instruction Credit courses in English as a Second Language (ESL) help in French at the elementary level via the elementary students to learn English and develop the academic skills they French Immersion program.This program includes need for success in Ontario schools. Credit courses in English French, plus other subjects studied in the French Literacy Development (ELD) are for students whose education language Students who complete 10 credits total in has been interrupted and who need help in developing their French, 4 credits in French Immersion and 6 credits in literacy skills. Special credit courses subjects taught in French, are eligible for the Certificate for newcomers are available in other subject areas, such as of Bilingual Studies (French Immersion). This program is offered at 12 secondary schools. geography, history, or science. LEAP Specialized Tech/Co-op The Literacy Enrichment Academic Program (LEAP) is for newcomers who need intensive upgrading in literacy, OYAP Programs mathematics, and study skills due to restricted educational opportunity in their previous country. LEAP is offered in These programs offer students the opportunity to take secondary schools across the TDSB. concentrated senior tech courses combined with cooperative education experiences that will help them find employment. Toronto District School Board Choices 24 Specific Program Information: Cooperative Education

How Does Co-op Work? All secondary schools offer Cooperative Education. Cooperative A company agrees to provide a Education is a unique program for students, integrating academic placement for a student and designates study with practical experience in business and industry. an employee to supervise the learning This learning experience helps students make informed decisions in a one-on-one mentoring relationship. about future careers. Students also develop the work habits, A scheduled interview determines the attitudes and job skills necessary for a successful transition from student’s acceptance. secondary school to the workplace or postsecondary education. Work schedules vary: half, full, consecutive, alternate days, and summer employment. Learning opportunities at the placement are linked with the Sample Timetables Experiential Learning student’s academic studies, education A Grade 11 student in a non-semestered Experiential learning is planned plan, personal goals and abilities through school is interested in fashion design. learning experiences that take place the Personalized Placement Learning The student’s schedule, spending a in the community. It includes job Plan (PPLP) developed by the teacher in half-day in a placement, could look shadowing, job twinning, work collaboration with the supervisor and like this: experience, school-to-work and OYAP student. – all of which can be a part of ANY The teacher regularly monitors to Period Day 1 Day 2 course in secondary school. Experiential learning: assess student progress with the 1 AWI3M1 HNC301 supervisor’s input. Credits are awarded • Engages students in active work 2 ENG3C1 AVI3M1 upon successful completion of the experience; program. All placements are assessed 3 AWI3MC MBF3C1 • Provides a framework for making for educational suitability as well as 4 AWI3MCAWI3MC SBI3C1SBI3C1 career decisions; health and safety. AWI3MChalf-day is placa half-dayement placement in • Develops knowledge skills and fashion store 2 credit Co-op in fashion store 2 credit attitudes that are essential in today’s Co-op Who Takes Co-op? A Grade 12 student in a semestered society; Cooperative Education students are school is interested in journalism. The • Gives students a connection to the typically in senior grades, have a variety student’s schedule, spending a full-day community; and, of postsecondary destinations: in placement, could look like this: • Promotes problem-solving and apprenticeship, college, university, critical thinking and maximizes work, and may be studying in any Period Sem 1 Sem 2 student growth and development. subject area. Cooperative Education MEL4E1 ENG4EC Ask your teacher for details! and OYAP are also available to students ENG4E1 ENG4EC with special needs through alternative Experiential Learning programs. SNC4E1 GLN40C Job Shadowing and Job Twinning GLN401 GLN40C Students- Studen mayts ma accompanyy accompan a coop-y a cerativeoop- education Central Programs full-ENG4ECday plac and ementGLN40C in arecomm full-dayunit placementy full-day placement in community news- student to his/ her/their placement in communitynewspappaper ernewspaper 4 C4 oC-oop-op cr 4credits edits erative education student to his/ Some placements are coordinated Co-op credits for her/theira half or full plac dayemen to learnt f ormore a half or through central staff. These andfull observe day t owhat lear someonen more anddoes obser in theirve opportunities include drama and job,wha one-on-one.t someone You does can participatein their job in , dance, health care, uniformed services moreone than-on- oneone job. Y shadowingou can par orticipa non-creditte in (UHN, Toronto Police, Military) and NOTE experience.more than one job shadowing or more. See your Co-op teacher for more non-credit experience. • Co-op can count towards two information. compulsory credits. • There is no limit to the number of optional co-op credits that a For more information about student can take. cooperative education, contact • Co-op credits cannot be used for your co-op teacher or substitution of a compulsory guidance counsellor. course credit.

Toronto District School Board Choices 25 Specific Program Information: Apprenticeship

What is OYAP? Specialized Co-op Programs

Ontario Youth Apprenticeship Specialized Co-op OYAP programs combine multiple credit specialized Program (OYAP) allows students to technology courses and cooperative education with a licensed acquire high school credits, and in tradesperson. Application deadline is in late May in most cases. some cases, apprenticeship hours at the same time. This allows secondary school students to “try out” a potential Specialized Co-op OYAP Programs choice by going to work for part of a Auto Collision Repair Danforth C&TI school day, semester or year. Auto Service Technician John Polanyi CI, Danforth C&TI Construction Birchmount Park CI • Are you considering apprenticeship Cook/Baker Central Technical School, Danforth C&TI, Thistletown CI as a pathway to future employment? Electrician Central Technical School • Have you completed 16 credits? General Carpenter Central Technical School • Are you 16 years old? Hairstylist Central Technical School • Do you enjoy learning by doing? Plumber Central Technical School Transportation – Automotive, Central Technical School Students meeting the above criteria Truck & Coach/Heavy Equipment can enroll in a cooperative education program that will enable completion of OYAP opportunities that include Level 1 the high school diploma while gaining Accelerated Program “trade school” are open to TDSB students skills and competencies towards an in their graduating year. Students must have completed all of their compulsory apprenticeship. credits and prepare an application package for the competitive interview process. Application deadline is in early November. Contact your co-op or guidance teacher How Does OYAP Work? to apply. Students who are interested in Accelerated Programs Training Delivery Agent participating in OYAP take cooperative Baker Humber College - North Campus, education during Grade 11 and/or 12. Brick and Stone Mason Ontario Masonry Centre (Kennedy & Derry Rd E.) If the student and employer agree, Carpentry College of Carpenters and Allied Trades- Woodbridge an apprenticeship agreement can (Hwy 7 & Weston Rd) be signed and the co-op hours then counted towards the apprenticeship. Child and Youth Worker (CYW) Centennial College-Progress Campus There are over 150 different skilled Child Development Practitioner (ECE) Seneca College – Newnham Campus trades that qualify. Many Accelerated Automotive Service Technician Centennial College – Ashtonbee Campus Programs may also provide students Construction Craft Worker Liuna Local 183 Training Centre (8700 Huntington Rd with a Dual Credit opportunity (page 17). (Langstaff & Hwy 7) Cook Humber College – North Campus Electrician George Brown – Casa Loma, Humber – North Campus Get the OYAP Advantage: Floor Covering Installer Local 27 – Woodbridge (Hwy 7 + Weston Rd) • Make future connections in the Hairstylist Studio 500 – Burnhamthorpe CI/ALC job market Interior Finishing Systems Interior Finishing Systems Training Centre • Become a skilled professional Plumber George Brown – Casa Loma, Humber – North Campus • Have access to great jobs and good wages Refrigeration Air Conditioning George Brown College – Casa Loma Campus Systems Mechanic OYAP: www.oyaptdsb.com Terrazzo, Tile & Marble Setter TT&M Trade School (Off Steeles E. of Keele)

For further information about this opportunity, prerequisites or other work placements, contact your school’s Cooperative Education Teacher, Technological Education Teacher or guidance counsellor. Visit www.oyaptdsb.com or call the OYAP Office at 416-396-7483

Toronto District School Board Choices 26 Specific Program Information: Technology (subject to change)

Communications Technology (TGJ) Construction Technology & Engineering (TCJ) Learning Centre 1 Learning Centre 3 Learning Centre 1 Learning Centre 3 Central Etobicoke CI Agincourt CI GI Central Etobicoke CI Albert Campbell CI Franke Oke SS Albert Campbell CI Etobicoke CI Birchmount Park CI OYAP George Harvey CI Birchmount Park CI North Albion CI CedarbraeCedarbrae CI CI WJ WJ Kipling CI GGGV Cedarbrae CI GP Northern SS Lester B. Pearson CI Lawrence Park CI Contact Alternative GG ThistletownThistletown CI CI WJ WJ MaplewoodMaplewood HS HS WJ WJ Leaside HS GP DavidDavid & & M Maryary Thomson Thomson CI GG GG GVGV Weston CI MarcMarc GGarneauarneau CI CI GI GIGG GG CIEastEast Y Yorkork Alt Alternativeernative SS SSGGGG GIGI York Humber HS Sir Oliver Mowat CI Martingrove CI GG GV Lester B. Pearson CI Sir Wilfrid Laurier CI North Albion CI GG Maplewood HS Learning Centre 2 Sir William Osler HS CC CM Northern SS GI GP GV R.R. H.H. K ingKing Academ Academyy GRGR GVGV C W Jefferys CI West Hill CI RichviewRichview CI CI GGGG GP GP Sir Oliver Mowat CI Downsview SS Wexford CI Silverthorn CI GI GG GV SirSir WWilfridilfrid Laur Laurierier CI CI GIGI GG Drewry SS Winston Churchill CI Thistletown CI GP GGGV Sir William Osler HS EmeryEmery CI CI CPCP WestonWeston CI CI GGGG GV GV Subway Academy I GP L'Amoreaux CI Learning Centre 4 Westview Centennial SS GG GG GP GP Wexford CI Northview Heights SS CentralCentral T echTech School School OYAPCCWJ York Humber HS Winston Churchill CI GP Victoria Park CI CHCP WestviewWestview C enCentennialtennial SS SSWJWJ CCWJ CE CC Learning Centre 2 Learning Centre 4 YorkdaleYorkdale S ecSecondaryondary School School WJWJ CHCP A.Y. Jackson SS Bloor CI GG DanforthDanforth C C & &TI TIC CWJ CE CCWJ CE CALC CentralCentral T Techech School School GR GR GI GI GP GG LakeshoreLakeshore CI CI WJ CEWJ Don Mills CI GG GV GV OakwoodOakwood CI CI CC Downsview SS GG Danforth C & TI Western T- CS Drewry SS GGGG East York CI EarlEarl Haig Haig SS SS GI GGGI GV GG EastdaleEastdale CI CI GradeGrade 9/10 9/10 Etobicoke SchoolGI GG Green Industries (THJ) Emery CI GV Etobicoke School of Arts GI GG George S. Henry AcademyGP GV Harbord CI George S. Henry Academy GP GV of Arts Learning Centre 1 Learning Centre 3 Georges Vanier SS GG Lakeshore CI GI GP GG GV Georges Vanier SS GG Maplewood HS Maplewood HS L'Amoreaux CI GV GI Monarch Park CI L'Amoreaux CI GV GI Sir William Osler HS SirSir WWilliamilliam Osler Osler HS HS HHHH Newtonbrook SS GG Oakwood CI Newtonbrook SS GG David and Mary Thomson CI Riverdale CI Northview Heights SS Learning Centre 2 The Student School GI GP GR SCAS Burnhamthorpe CI Learning Centre 4 Sir John A. Macdonald CI Western T- CS GP GR Heydon Park SS HF Stephen Leacock CI GV GI Don Mills CI Heydon Park SS HF Stephen Leacock CI GV GI Drewry SS ParkdaleParkdale CI CI HD HD William Lyon Mackenzie CI SCAS The Student School

Computer Technology & Engineering (TEJ) Hairstyling and Aesthetics (TXJ) Learning Centre 1 Learning Centre 2 cont'd Learning Centre 1 Learning Centre 3 George Harvey CI EI EL EIEL Sir John A. Macdonald Central Etobicoke CI Maplewood HS John Polanyi CI Stephen Leacock CI George Harvey CI Sir William Osler HS Kipling CI Victoria Park CI John Polanyi CI Lawrence Park CI Westview Centennial SS ER ThistletownThistletown CI CI OYAPXH Learning Centre 4 Leaside HS William Lyon Mackenzie CI ER York Humber HS XH Central Tech School XH XH Marc Garneau CI ER ER Danforth C & TI Martingrove CI Learning Centre 3 Learning Centre 2 Eastdale CI Grade Grade 9/10 North Albion CI Albert Campbell CI EC EC DownsviewDownsview SS SS XXAA XH XH Heydon Park SS Silverthorn CI Birchmount Park CI EarlEarl HaigHaig SS SS XH Lakeshore CI Thistletown CI DavidDavid & & M Maryary Thomson ThomsonER CI ER Westview Centennial SS Weston CI CIEast York CI SCAS York Memorial CI Lester B. Pearson CI YorkdaleYorkdale S ecSecondaryondary School School XA X A XHXH York Mills CI R.R. H.H. K ingKing Academ Academyy ENEN ERER SATEC @ W A Porter CIEN EN Learning Centre 2 Sir Oliver Mowat CI A.Y. Jackson SS Sir Wilfrid Laurier CI ERER Health Care (TPJ) Don Mills CI WestWest H Hillill CI CI ELEL Dr. Norman Bethune CI Winston Churchill CI Learning Centre 2 Learning Centre 4 Earl Haig SS Woburn CI Drewry SS Central Tech School OJ Emery CI SCAS Heydon Park SS George S. Henry Academy Learning Centre 4 Westview Centennial SS GeorgesGeorges V anierVanier SS SS ENEN ELEL Central Tech SchoolEL EL Yorkdale Secondary School L'Amoreaux CI Harbord CI Northview Heights SS Malvern CI Runnymede CI ER Learning Centre 3 Western T- CS EN Lester B. Pearson CI Sir William Osler HS Toronto District School Board Choices 27 Specific Program Information: Technology (subject to change) Hospitality & Tourism (TFJ) OYAP = = SpecializedSpecialized T ech/CTech/Co-opo-op OYAP Programs OYAP Programs Learning Centre 1 LearningLearning Centre Centre 33 Maplewood HS FB FC Central Etobicoke CI FB FC Maplewood HS FB FC Emphasis Options Hairstyling and Aesthetics Franke Oke SS NativeNative LearningLearning C enCentretre East Aesthetics XA Communications Technology Sir William Osler HS FB FC FE Hairstyling XH Kipling CI EastSir William Osler HS FB FC FE Broadcast & Print Production* BC Health Care Lawrence Park CI Subway Subway AAcademycademy I I FNFN Digital Imagery & Web Design* DI Child Development & Gerontology OJ Marc Garneau CI OYAP WestWest HillHill CICI FC FC Interactive New Media Dental Assistant/Technician PD Thistletown CI & Animation GI LearningLearning CCentreentre 4 4 Nursing/Medical PM York Humber HS Photography & Digital Imaging GP CentralCentral T Techech School School OYAP FBFB FR FR Hospitality and Tourism Danforth C & TI OYAP FB FR Print & Graphic Communications GG LearningLearning CentreCentre 2 2 Danforth C & TI FB FR Radio, Audio & Sound Production GR Baking FBFB CALCCALC FR FR EastdaleEastdale CI CI FC FC TV, Video & Movie Production GV Cooking FC Culinary Arts & Management FR DrewryDrewry SS HeydonHeydon P Parkark SS SS FBFB FEFE Computer Technology & Event Planning FE EarlEarl Haig SS SS LakeshoreLakeshore CI CI Engineering Manufacturing Technology & NewtonbrookNewtonbrook SS SS WesternWestern T T-- CS CS FC FC Computer Interfacing EI Electronics EL Engineering NorthviewNorthview HeighHeightsts SS FBFB Computer Networking EN Computer Aided Manufacturing MC SCASSCAS FEFE Computer Repair EC Mechanical Engineering MM WestviewWestview C Centennialentennial SS FC Robotics & Control Systems ER Precision Machining MP Robotics & Control Systems MR YorkdaleYorkdale S Secondaryecondary School School FBFB FC FC Construction Technology & Engi- Construction Technology Welding Technician MY neering Manufacturing Technology & Engineering (TMJ) &C arEngineeringpentry CC Technological Design CarpentryCivil Engineering CY Apparel/Textile Design DP Learning Centre 1 Learning Centre 3 Construction Mngmt & Science CS Architectural Design DA Interior Design DV Agincourt CI Custom Woodworking WJ Central Etobicoke CI Mechanical & Industrial Design DM EtobicokeEtobicoke CI CI MRMR Birchmount Park CI Electrical/Network Cabling CE Heating & Cooling CH Robotics & Control System Design DR Silverthorn CI Cedarbrae CI Masonry CM Tech. Design & the Environment* DJ West Humber CI David & Mary Thomson CIMM Plumbing CP Transportation Technology Auto Body TB WestonWeston CICI MPMP West Hill CI Green Industries TB Auto Service TA Horticulture HH Heavy Duty & Agriculture Equip. TH Learning Centre 4 Landscaping Architecture HD Light Aircraft TL CentralCentral TechTech S choolSchool MY MY Landscaping Construction & Maintenance HL Small Engine/Recreational TS East York CI Vehicle Ownership/Maintenance* TJ WesternWestern TT-- CS CS MMMM MY * NO* NO multiple multiple cr editscredits ar ear alloe allowedwed for for Gr gadesrade 11 11 and and 12 12 Open Open c levoursesel. .

Technological Design (TDJ) LearningLearning CCentreentre 1 1 LearningLearning CCentreentre 3 3 Transportation Technology (TTJ) CentralCentral EEtobicoketobicoke CI CI AgincourtAgincourt CICI DADA EtobicokeEtobicoke CI DM DM AlbertAlbert CCampbellampbell CI CI DADA DR DR LearningLearning CCentreentre 1 1 Learning Centre 3 GeorgeGeorge HarHarveyvey CI CI Birchmount Park CI Central Etobicoke CI JohnJohn PPolanyiolanyi CI CI Birchmount Park CI Central Etobicoke CI Agincourt CI TA MarcMarc GGarneauarneau CI CI CedarbraeCedarbrae CI CI EtobicokeEtobicoke CI CI Albert Campbell CI MartingroveMartingrove CICI DR DR DavidDavid & M Maryary Thomson Thomson DACI DA GeorgeGeorge HarHarveyvey CI CI TLTL Birchmount Park CI NorthNorth AlbionAlbion CI CI DA DA LesterLester BB.. P earsonPearson CI CI JohnJohn PPolanyiolanyi CI CI OYAP Cedarbrae CI NorthernNorthern SSSS DDAA DM DM DR DR CI R. H. King Academy Marc Garneau CI Lester B. Pearson CI SilverthornSilverthorn CICI DA DA R. H. King Academy Marc Garneau CI ThistletownThistletown CI CI DA DRDA DR SATECSATEC @ @ W AW P orAt erPorter CI MartingroveMartingrove CI CI Maplewood HS WestWest Humber CI CI CISirSir OliverOliver M Mowatowat CI CI NorthNorth AlbionAlbion CI CI R. H. King Academy WestonWeston CICI DA DM DA DM Sir Wilfrid Laurier CI NorthernNorthern SSSS TATA Sir Oliver Mowat CI TATA York Mills CI Sir Wilfrid Laurier CI York Mills CI SirSir WilliamWilliam Osler Osler HS HS SilverthornSilverthorn CI CI TATA Sir Wilfrid Laurier CI Thistletown CI OYAP LearningLearning CCentreentre 2 2 WoburnWoburn CICI Thistletown CI TA Sir William Osler HS AA YY Jackson SS SS WestWest Humber CI CI TA West Hill CI C W Jefferys CI DR WestonWeston CICI Winston Churchill CI TATA C W Jefferys CI DR LearningLearning CCentreentre 4 4 YorkYork Humber HS HS Woburn CI DonDon MillsMills CI CI CentralCentral TTechech School School DPDP DA DA Downsview SS Downsview SS DanforthDanforth CC & & TI TI DADA Dr.Dr. NormanNorman B ethuneBethune CI CIDA DA EastEast YYorkork CI CI DRDR Learning Centre 2 Learning Centre 4 EarlEarl Haig SS SS DA DM DA DM HeydonHeydon PParkark SS SS Downsview SS TA Central Tech SchoolOYAP T ATA TH THTS EmeryEmery CI CI DRDR MalvernMalvern CICI Dr. Norman Bethune CI Danforth C & TI TSOYAP TB T ATB TA GeorgesGeorges V Vanieranier SS SS OakwoodOakwood CI CI Emery CI Lakeshore CI TA L'AmoreauxL'Amoreaux CI CI WesternWestern T T-- CS CS GeorgesGeorges V Vanieranier SS SS TLTL Western T- CS TA TB NorthviewNorthview HeighHeightsts SS SS Northview Heights SS SCASSCAS Sir John A. Macdonald SirSir John A. A. M acMacdonalddonald CI CI StephenStephen LLeacockeacock CI CI TATA WestviewWestview C Centennialentennial SS SS DPDP Victoria Park CI WilliamWilliam LLyonyon M Mackenzieackenzie CI CIDADA Westview Centennial SS

Toronto District School Board Choices 28 Choices Planning Guide

How to use the Planning Guide:

Step #1 - Getting Ready – Gather the resources you may need from your school: Credit Counselling Summary, Course Selection Sheet, myBlueprint login, OEN (Ontario Education Number) and online CHOICES publication and placement. Step #2 - Access Your Allies – You need to meet and consult with teachers, guidance counsellor, parent/guardian and others about your choices and your plan for achieving your goals. Step #3 - Course Planning - Record the names and codes of courses that you might want to take. Step #4 - Research - Review Diploma Requirements, Pathways, Things to Consider and your IPP. Using the Planning Guide, gather the information needed to complete your course selections. Step #5 - Course Selection - Complete the Online Course Selection on myBlueprint.ca/tdsb or the school's course selection sheet. When finished, print and hand in a copy to your guidance counsellor or teacher.

onca Diploma & Certificate Requirements Ontario Secondary School Diploma Requirements Ontario Secondary School Certificate (OSSC) • Successful completion of literacy requirement* • 40 hours of community involvement** Ontario Secondary School Certificate will be • 30 credits (18 compulsory and 12 optional) granted, on request, to students who are leaving school upon reaching the age of 18 without earning the Ontario Secondary School Diploma. Compulsory Credits (Total of 18) (OS, section 6.3) A student must have earned: • 2 English 4 credits in English (1 credit per grade) • 1 Canadian Geography or Canadian History • The Ontario Secondary School Literacy Course (OSSLC) may be used to meet either the Grade 11 or the Grade 12 English compulsory credit • 1 Mathematics requirement. • 1 Science • The Grade 11 Contemporary Aboriginal Voices course may be used to • 1 Health and Physical Education meet the Grade 11 English compulsory credit requirement. • 1 Arts, Computer Studies or Technological • For English language learners, the requirement may be met through Education earning a maximum of 3 credits in English as a second language (ESL) • 7 optional credits selected by the student or English literacy development (ELD); the fourth credit must be a from available courses Grade 12 compulsory English course. 3 credits in mathematics (at least 1 credit in Grade 11 or 12) 2 credits in science Certificate of Accomplishment 1 credit in the arts Students who leave school upon reaching the • The Grade 9 Expressing Aboriginal Cultures course may be used to age of 18 without having met the requirements meet the compulsory credit requirement in the arts. for the OSSD or OSSC may be granted a Certificate of Accomplishment. This certificate is a useful 1 credit in Canadian geography (Grade 9) means of recognizing achievement for students 1 credit in Canadian history (Grade 10) who plan to continue certain kinds of training 1 credit in French as a second language or find employment. • Students who have taken Native languages in place of French as a A student may return to school and take second language in elementary school may use a Level 1 or 2 Na - additional credit and non-credit courses and tive language course to meet the compulsory credit requirement for have their transcript (OST) updated. A new French as a second language. certificate will not be awarded, but an OSSD 1 credit in health and physical education or OSSC will be granted when the returning student has fulfilled the requirements. 0.5 credit in career studies (OS, section 6.4) 0.5 credit in civics 3 additional credits, consisting of 1 credit from each of the following groups: Group 1: English (including the Ontario Secondary School Literacy Course), French as a second language, classical languages, international languages, Native languages, Canadian and world studies, Native studies, social sciences and humanities, guidance and career education, cooperative education Group 2: French as a second language, the arts, business studies, health and physical education, cooperative education Group 3: French as a second language, science (Grade 11 or 12), computer studies, technological education, cooperative education Note: The following conditions apply to selections from the above three groups: *Note: The literacy graduation requirement will be waived for all students graduating during the 2020-21 school year. • A maximum of 2 credits in French as a second language may count as **Note: For students graduating in the 2020-21 additional compulsory credits, 1 credit from Group 1, and 1 credit from school year, the community involvement graduation either Group 2 or Group 3. requirement will be reduced to a minimum of 20 hours of community involvement activities. This recognizes • A maximum of 2 credits in cooperative education may count as that graduating students have had barriers to earning additional compulsory credits, selected from any of Groups 1, 2, or 3. their community involvement hours last school year and there may be continued barriers this school year.

Toronto District School Board Choices 30 Diploma & Certificate Requirements

Literacy Requirement Ontario Secondary School Literacy Test Community Involvement (OSSLT) What is Community Involvement? An event or activity designed to be of benefit In the spring of their Grade 10 school year, students will write to the community. the provincial literacy test, which is created and marked by A volunteer activity – not for pay or credit. the Education Quality and Accountability Office (EQAO). An event or activity to support a not-for-profit • Students who pass the test fulfill the Literacy requirement. initiative unless pre-approved by school • School boards are required to provide remedial assistance Principal or designate for students who do not complete the test successfully. • If students have an Individual Education Plan (IEP) Students must complete a minimum of accommodations and/or modifications are available for 40 hours of community involvement the test although content may not be altered. prior to graduation. • English Language Learners (ELL) only take the test when they have reached an appropriate language level of • An indication of completion will be entered on language ability. the student’s Ontario Student Transcript when • Accommodations, deferral and exemption information is the 40 hours have been submitted. available at www.eqao.com/en/assessmentosslt/educa- • The selection and management of the tors/pages/administer.aspx. involvement is to be directed by the student and approved by the secondary school. Visit www.eqao.com for information about test date, • Activities may take place inside or outside the eligibility criteria, practice versions of the test and tips. school. If inside, activities may not be part of a credit program. • The student may not displace a worker who Ontario Secondary School Literacy Course would normally have been paid to perform the (OSSLC) same function. Students who have been eligible to write the Ontario • Community involvement may begin in the Secondary School Literacy Test (OSSLT) and who have been summer after Grade 8. unsuccessful at least once are eligible to take the Ontario Secondary School Literacy Course (OLC4O). 40 HOURS – Get Started! Ask first – Keep a record – Get Proof: Students who successfully complete this course will have met the provincial literacy requirement for graduation, and will • dates earn one credit. The credit may be used to meet the Grade 11 • hours or Grade 12 compulsory credit requirement in English or the • organization/contact information Group 1 additional compulsory credit requirement. For volunteer opportunities check: Adjudication Panel Opportunity www.volunteertoronto.ca www.sparkontario.ca Some students who have earned enough credits to graduate in June but because of special circumstances have not completed their literacy graduation requirement will be afforded the opportunity to acquire the literacy credential Learning to 18 through an Adjudication Panel's accreditation of their literacy Students must attend school until skills. This is sponsored by the Ministry of Education and is age 18 or graduation. managed by the TDSB English/Literacy Department. The eligibility criteria are very specific and accordingly few students are eligible. Contact your guidance counsellor for more information.

Toronto District School Board Choices 31 Understanding Course Codes & Descriptors EveryEver coursey course in an Ontario in an Secondary Ontario School Sec hasondar a six-charactery School course has code. a six A- codechar canac beter broken course down c asode follows:. A code can be broken down as follows:

C3GC1D1 letters Number/ Letter identify Letter shows subject reflects course grade/ type level

A number for school The first letter represents the boards to distinguish Grades course's department area: a course program 1 = Grade 9

A = The Arts 1 = Regular credit course 2 = Grade 10 B = Business Studies Course Type 2 = Beginner or 3 = Grade 11 C = College C = Canadian and C = College Introductory course 4 = Grade 12 D = Academic World Studies D = Academic 3 = Enriched course E = Workplace 4 = Extended French E = English, English Literacy Development, Languages E = Workplace English As a Second Language L = Locally Developed course A = Level 1 L = Locally 5 = French Immersion F = French B = Level 2 Developed course G = Guidance and Career Education C = Level 3 M = College or 6 = Gifted course H = Social Sciences and the Humanities University D = Level 4 O = Open 7 = International K = Alternative (Non-credit) O = Open Baccalaureate course E = Level 5 P = Applied L = Classical, International and P = Applied 8 = ESL course U = University Native Languages U = University 9 = Special Education M = Mathematics N = N Non-Credit = Non-Credit course 0 = Advanced Placement N = First Nations, Métis and Inuit Studies A = Part 1 (0.5) A = Part 1 (0.5) P = Health and Physical Education B = Part 2 (0.5) B = Part 2 (0.5) I = Computer Studies or C = 2 credit co-op work placement Interdisciplinary Studies C = 2 credit co-op work placement S = Science R = credit recovery R = credit recovery T = Technological Education S= 1S =credit 1 cr co-opedit work co- placementop work placement T= transfer course U= upgrading course E = e-Learning course French Immersion and other specialty programs have a Health and Physical unique sixth character indicated on individual school chart. Education F = course for females Program Differentiation for Tech Courses M = course for males Tech credits sixth character indicate credit value: 1 = co-ed courses 1, 2 or 3 credits e.g. TTJ3C2 = 2 credits.

Careful attention should be given to these: Prerequisite: Corequisite: Recommended Preparation: A course which the Ministry of A course which must be studied A course which is highly Education has designated as a at the same time as another recommended as providing requirement to be completed course. the necessary foundation for prior to undertaking a course. another course but which is not designated as mandatory preparation by the Ministry of Education.

Toronto District School Board Choices 32 Begin with an End in Mind

Where are you going first after secondary school?

PLAN AHEAD ACCESS YOUR ALLIES • What courses will you need to graduate? • Visit the Guidance Office • What courses will you need to get into • Talk to your... a postsecondary program, e.g. training - parents/guardians program or college or university? - teachers - guidance counsellor - friends APPRENTICESHIP? What is your destination? • Learn a skilled trade by combining courses with paid on-the-job training APPRENTICESHIP,APPRENTICESHIP COLLEGE, q SUPPORTED COLLEGE COMMUNITY q SUPPOR LIVING, UNIVERSITY,TED COMMUNIT WORK Y LIVING q • Check out Co-op as an OYAP Opportunity UNIVERSITY q WORK q

COMMUNITY LIVING? COLLEGE? UNIVERSITY? WORK? • What skills do I need to Offers programs that tend Offers bachelor degree Check out: obtain? to be more career-oriented programs (3-4 years in length) • TDSB Job Fair – Work • What community Offers certificate (1 year), as well as graduate (master's Connections and doctoral) degrees connections have I made? diploma (2-3 years) and • Community Employment • Ensure that you develop degree (4 years) programs Offers degree in professional Centres programs such as Medicine, community connections Also offers pre-trades and • myBlueprint.ca> Dentistry, Law and Education through volunteer and apprenticeship programs see Resume & Cover Letter see www.electronicinfo.ca for participation in programs www.ontariocolleges.ca for de- > JOB FINDER tails about requirements details about requirements and mark cut-offs

ONtransfer.ca - A website to help you plan post-secondary education, whether you want to go straight to your educational goal or make some stops along the way. Also, looks at transfers between college and university programs.

Is OYAP for you? Cooperative Education Internet research sites • Enjoy learning by doing? • Links academics with work experience • www.apprenticesearch.com • Earn while you learn • Usually a separate application • www.electronicinfo.ca • Make future connections • Interview is required • www.ontariocolleges.ca • Become a skilled professional • Interested? See your guidance • www.ouac.on.ca • See a counsellor or co-op counsellor. • myBlueprint.ca/tdsb teacher • Apprenticeship: www.tcu.gov.on.ca/eng/ OYAP employmentontario/training Ontario Youth Apprenticeship Program • www.careercruising.com • Enables students in Grade 11 or 12 to complete OSSD requirements while starting their apprenticeship training NEED TO SEE A COUNSELLOR? in one of the skilled trades Counsellors are available to assist you. Examples: Early Childhood Education, Make an appointment or follow the Carpentry, Automotive, Culinary Arts, protocol that your school uses during Plumbing. course selection time. www.oyaptdsb.com

Toronto District School Board Choices 33 Pathways These charts map out all the courses in the discipline and show the link between courses and the possible prerequisites for them. They do not attempt to depict all possible movements from course to course.

PATHWAYS IN ENGLISH Indicates alternative pathway

English ENG1D English ENG2D English ENG3U English ENG4U Grade 9, Academic Grade 10, Academic Grade 11, University Grade 12, University

English ENG2P English ENG3C English ENG4C Grade 10, Applied* Grade 11, College Grade 12, College

English English ENG3E English ENG4E Grade 10, LDCC* Grade 11, Workplace Grade 12, Workplace

PATHWAYS IN MATHEMATICS Principles of Math MPM1D Grade 9, Academic

Mathematics Foundations of Principles of Math MAT2L Math MFM2P MPM2D Grade 10, LDCC* Grade 10, Applied* Grade 10, Academic indicates Functions and alternative pathway Workplace Math Foundations for Applications MCF3M Functions for Everyday Life College Math Grade 11, University/ MCR3U Note: MHF4U MEL3EGrade 11, MBF3C College Preparation Grade 11, University must be taken prior Workplace Grade 11, College to or concurrently with MCV4U

Math for Foundations for Math for College Math of Data Man- Advanced Calculus and Everyday Life College Math Technology agement MDM4U Functions MHF4U Vectors MCV4U MEL4E MAP4C MCT4C Grade 12, University Grade 12, University Grade 12, University Grade 12, Workplace Grade 12, College Grade 12, College

Earth & Space Science SES4U Any Grade 11 university, PATHWAYS IN SCIENCE university/college, or college Grade 12, University preparation course in science. Biology SBI4U Biology SBI3U Grade 12, University Science SNC1D Science SNC2D Grade 11, University Grade 9, Academic Grade 10, Academic Chemistry SCH4U Chemistry SCH3U Grade 12, University Grade 11, University Physics SPH4U Physics SPH3U Grade 12, University Grade 11, University Science SNC4M Environmental Science SVN3M Grade 12, University/College Science SNC2P Grade 11, University/College Grade 10, Applied* Chemistry SCH4C Biology SBI3C Grade 12, College Grade 11, College Physics SPH4C Grade 12, College Environmental Science SVN3E Science SNC2L Grade 11, Workplace Science SNC4E Grade 10, LDCC* Grade 12, Workplace

*Note: Grade 10 Applied and Locally Developed courses will be phased out effective September 2022.

Toronto District School Board Choices 34 Pathways The chart below shows how most English language learners may progress through their English as a Second Language (ESL)* and/or English Literacy Development (ELD)* courses and into mainstream English courses. Not all students will follow this sequence exactly, and individual students may vary in the rate at which they progress through the levels.

PATHWAYS TO ENGLISH English as a Second Language English Literacy Development

ESL Level 1 ELD Level 1 ESLAO ELDAO

ESL Level 2 ELD Level 2 ESLBO ELDBO

ESL Level 3 ELD Level 3 ESLCO ELDCO

ENG1D ESL Level 4 ELD Level 4 ENG2P**/2D ESLDO ELDDO ENG3E/4E

ENG2P** ENG3U/3C ESL Level 5 ELD Level 5 ENG3E/4E ENG4U/4C ESLEO ELDEO

*Note: ESL courses are designed for English language learners who have had opportunities to develop language and literacy skills in their own language appropriate to their age or grade level. ELD courses are designed for English language learners with limited prior schooling who have not had opportunities to develop age-appropriate literacy skills in any language. **Note: Grade 10 Applied and Locally Developed courses will be phased out effective September 2022.

Toronto District School Board Choices 35 Course Types

Academic Courses (Grades 9 and 10) Locally Developed Courses (Grades 9 to 12)

(D in the 5th position) develop students’ knowledge and skills Boards may develop other courses locally that are counted through the study of theory and abstract problems. These as optional credits. These may be created in any discipline. courses focus on the essential concepts of a subject and These courses require the approval of the Ministry (OS, Section explore related concepts as well. They incorporate practical 7.3.1) Schools with specialized programs often include such applications as appropriate. (OS, Section 7.2.1) The emphasis courses in areas such as entrepreneurship, athletics and is on theory and abstract thinking as a basis for future learning specialized arts. and problem-solving. Open Courses (Grades 9 to 12) Alternative (Non-Credit) Courses (Grades 9 to 12) (O in the 5th position) are designed to broaden students’ knowledge and skills in subjects that reflect their interests (N in the 5th position) are individualized courses, documented and prepare them for active and rewarding participation in in a student’s Individual Education Plan (IEP), that comprise society. These courses, which comprise a set of expectations alternative expectations – that is expectations not found in that are appropriate for all students, are not designed with the Ontario curriculum (OS, Section 3.3.1). “K-Courses” focus the specific requirements of university, college or the on a developmental continuum of specific skill development workplace in mind. (OS, Section 7.2.2) which may be taken in preparation for credit courses.

Applied Courses (Grades 10) (P in the 5th position) focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study. (OS, Section 7.2.1)

Locally Developed Compulsory Credit Courses (LDCC) (Grades 10)

(L in the 5th position) have been developed to meet students’ education needs not met by the existing provincial curriculum. Courses currently available in Grade 10 include: English, mathematics, science and Canadian history. A student may count no more than seven as compulsory credits. Students who successfully complete eight LDCC courses may count the eighth course as an optional credit. (OS, Section 7.3.1)

For access to Ontario curriculum policy documents, please visit: http://www.edu.gov.on.ca/eng/curriculum/

Toronto District School Board Choices 36 Course Types

College Preparation Courses University/College Preparation Courses (Grades 11 and 12) (Grades 11 and 12) (C in the 5th position) are designed to equip students with (M in the 5th position) are designed to equip students with the knowledge and skills they need to meet the entrance the knowledge and skills they need to meet the entrance requirements for most college programs or for admission requirements for specific programs offered at universities and to specific apprenticeship or other training programs. (OS, colleges (often referred to as mixed courses). (OS, Section 7.2.2) Section 7.2.2) Teaching and learning will emphasize concrete Teaching and learning will emphasize both theoretical aspects applications of the theoretical material and the development and related concrete applications of the course content. of critical thinking and problem-solving skills. University Preparation Courses Workplace Preparation Courses (Grades 11 and 12) (Grades 11 and 12) (U in the 5th position) are designed to equip students with (E in the 5th position) are designed to equip students with the knowledge and skills they need to meet the entrance the knowledge and skills they need to meet the expectations requirements for university programs. (OS, Section 7.2.2) of employers, if they plan to enter the workforce directly after The courses will focus on the development of both graduation, or the requirements for admission to certain independent research skills and independent learning skills. apprenticeship or other training programs. (OS, Section 7.2.2)

Other Course Types - Dual Credit Other Course Types - Credit Recovery A dual credit program course is a Ministry approved course Credit recovery programs are designed to help regular that allows students who are still in secondary school to day school students meet the expectations of a course take college or apprenticeship courses that count towards they have completed but for which they have received both an OSSD and a postsecondary certificate, diploma or a failing grade. A credit for a course must be recovered degree or apprenticeship certification. (OS, Section 7.3.3) within two years from the time the student fails the course. For more information, visit: Students may work on recovering more than one credit www.tdsb.on.ca/High-School/Going-to-High-School/ at a time through the credit recovery process, and there Specialized-Schools-and-Programs/Dual-Credits is no limit on the number of credits a student may recover. (OS, Section 7.5.1) English Language Learners • “8” in the 6th position of the course code • Some schools offer selected self-contained classes for ELL/ELD students. • Check with a guidance counsellor or ESL Department in your school.

Substitutions In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory credit courses using selections from the remaining courses offered by the school. The decision to make a substitution for a student should be made only if the student’s educational interests are best served by such substitution. If a parent/guardian or an adult student requests a substitution, the principal will determine whether or not this should be made. A principal may also initiate consideration of whether a substitution should be made. The principal will make his/her/their In secondary school, students receive a decision in consultation with the parent/guardian or adult percentage grade. A credit is granted with student and appropriate school staff. a mark of 50% or higher.

Toronto District School Board Choices 37 Quadmester, Semester and Full-Year Schools

Things to Consider

QUADMESTER, SEMESTER & FULL-YEAR SCHOOLS DID YOU KNOW? • Secondary schools are generally organized on either a full- • There are many pathways to the same year model (non-semestered), a half-year model destination and sometimes it is more (semestered), or a quarter-year model (quadmester). beneficial to build self-esteem, confidence • Students in a full-year, non-semestered secondary school usually and a sense of hope by being successful study eight courses from September to June. The year is first and foremost. divided into two or three terms for examination and reporting purposes. • Students who select courses that are • Students in a half-year semestered secondary school usually consistent with their interests, most study four courses from September to January, and four recent achievement, strengths, needs courses from February to June, with examinations and or preferred learning style(s) create reports at the end of each semester. a foundation for success. • Students in a quarter-year, quadmester secondary school • There are many opportunities to build concentrate on two subjects at a time from September to on success and change pathways at November, November to January, February to April, and April many points on your secondary path. to June. This model also reduces potential contact between • If you are interested in changing your students and supports health and safety protocols pathway to a new destination, see your guidance counsellor. STUDENTS WITH SPECIAL NEEDS Students who have had an IPRC or have an IEP have the opportu- nity to take Learning Strategies courses (GLE) in secondary schools 5-YEAR PLAN OPTION in the TDSB. Students requiring a more individualized program or self-contained classes need to consult the Special Education • Is it part of your plan to take five years teacher in your school to access additional supports your school in secondary school? may offer. • Do you want to do co-op, apprenticeship training (OYAP) and explore more options? Although courses are organized into four grade categories, some students may take longer FULL DISCLOSURE than four years to complete their diploma • All Grade 11 and 12 final course marks, withdrawals and repeats without repercussions to their future plans. are recorded on transcripts, unless the course is dropped by the Marks Maintain After Date. For students who have an IEP or have credits in ESL or want to explore cooperative or • WITHDRAWAL – Dropped course after second to last report card. technological education, OYAP, etc, a five-year • REPEAT course(s) – both mark attempts are shown, but only one option may be another planning option. credit issued for highest mark. NO GUARANTEES • All course offerings are subject to availability. • Successful completion of a diploma does not guarantee admission to training programs or postsecondary institutions such as colleges and/or universities.

Toronto District School Board Choices 38 Completing Your Online Course Selection

1) Get Started In your browser go to www.myBlueprint.ca/tdsb.

2) Existing User? Enter your email and password. Need An Account? In the New Users box on the left of the page, select your Secondary School from the dropdown and click “Create Account”.

As a New User, you will require the following information before you begin: • Valid email address • Ontario Education Number (OEN) found on timetable Required once only • Your date of birth (DOB) Required once only

3) Your Official High School Plan Once you have completed the registration process, you can access your "Official High School Plan" by clicking on the "Submit Courses" button in the Course Selection box on the home page.

If the Course Selection box on your Dashboard says "Currently Closed" you can plan your If you do not see the Course Your marks are Red box indicates courses but you cannot submit Selection box, check the Course indicated for issue with course. them until your school has Selection Issue alert at the top all completed If a prerequisite is opened course selection." right of Dashboard. courses. missing, fill it in.

Toronto District School Board Choices 39 Completing Your Online Course Selection

4) Add Your Courses for Next Year • In the High School Planner grid, click “Add [Course]”. • Add compulsories first, and if required use the first four spaces for Semester I prerequistes for Semester II courses. • In the "Courses tab", explore the courses available to you. • Click "Add Course" when you find the course you want. It is automatically saved.

The sixth position indicates program or credit Course Code’s fifth position indicates differentiation, or the focus of the course. ATTENTION the course type. In this case: 1 = Regular ! Course Type Program Differentiation for Non-Tech Courses CHOOSE WISELY! C = College M = College or University D = Academic O = Open 1 = Regular credit course AA = =Part P ar1 (0.5)t 1 (0.5) B = Part 2 (0.5) • Think of your plan E = Workplace P = Applied 2 = Beginner or B = Part 2 (0.5) U = University • Think of your future L = Locally Developed Introductory course EE = = e-Learning e-Learning course course Compulsory N = Non-Credit 3 = Enriched course Health and Physical 4 = Extended French course Education 5 = French Immersion course F F= =course course for females for females 6 = Gifted course MM = course= course for males for males 7 = International 1 1= = co-ed co- edcourses courses 5) Look at Your Graduation Progress Baccalaureate course The Graduation Indicator will help you keep track of 8 = Self-contained ESL course your progress. Click “View Progress” for a list of specific 9 = Self-contained special education course Ontario Secondary School Diploma requirements. 0 = Advanced Placement Review this feature to ensure you are selecting courses French Immersion and other specialty programs have a that will keep you on track to graduate! unique sixth character indicated on individual school chart.

Program Differentiation for Tech Courses Tech credits sixth character indicate credit value: 1, 2 or 3 credits e.g. TTJ3C2 = 2 credits.

6) What can You do after High School? Before you submit your courses, it is important to understand the impact they will have on your future after secondary school. Plan ahead and build a full 30-credit plan to instantly discover the post-secondary opportunities available to you using the Pathway Eligibility Indicator.

Toronto District School Board Choices 40 Completing Your Online Course Selection

7) Submit Your Courses 8) Review and Confirm You can only submit once! When you are ready to submit your course Carefully review the Submission selections, click “Review Course Selections”. Note: the “Submit” button Details page to ensure that you are will only appear if it is course selection time (as set by your school). meeting the requirements for the courses you have selected and that the courses that appear are correct. Once you have reviewed, click "Submit Course Selections”.

9) Send Approval Email Click Send Approval Email and enter your parent/guardians' email address for them to review and approve your selections.

Note Review Details for any issues before submitting.

My online submission must be completed by:

Planning Ahead EDUCATION / CAREER PLANNER Fill in the courses you have taken, are presently Grade 9 Grade 10 Grade 11 Grade 12 5th Year

taking and plan to take on the chart. What English English English English compulsories do you need? Math Math Math

Science Science

Geography History

Phys. & Health Civics/Careers Education

French Electives (G1, G2, G3)

Arts Electives (G1, G2, G3)

Electives Electives (G1, G2, G3) (G1, G2, G3)

Toronto District School Board Choices 41 Course Descriptors & List of Course Codes Course Descriptors Course descriptors originate in the curriculum policy documents from the Ontario Ministry of Education www.edu.gov.on.ca. Descriptors for courses offered in Grades 9 through 12 within the Toronto District School Board are available at:

www.myBlueprint.ca/tdsb — as course selections are made

Since it is not possible for all schools to offer all available courses listed below, the school administration decides which courses will be offered in each secondary school. These decisions are based on the needs and interests of the students in each community. If there is insufficient demand for a course in a particular year, it may not be possible to offer the course in that year. In this case, the students affected will be notified and asked to amend their program choices accordingly. List of Course Codes

Ministry Ministry Guideline and Course title Ministry Ministry Guideline and Course title Course Code Course Code ALTERNATIVE (Non-credit) COURSES KALAN Creative Arts for Enjoyment and Expression KHIAN Culinary Skills KALBN Creative Arts for Enjoyment and Expression KHIBN Culinary Skills KALCN Creative Arts for Enjoyment and Expression KHICN Culinary Skills KALDN Creative Arts for Enjoyment and Expression KHIDN Culinary Skills KALEN Creative Arts for Enjoyment and Expression KHIEN Culinary Skills KBBAN Money Management and Personal Banking KMMAN Numeracy and Numbers KBBBN Money Management and Personal Banking KMMBN Numeracy and Numbers KBBCN Money Management and Personal Banking KMMCN Numeracy and Numbers KBBDN Money Management and Personal Banking KMMDN Numeracy and Numbers KBBEN Money Management and Personal Banking KMMEN Numeracy and Numbers KCCAN Transit Training and Community Exploration KNAAN First Canadians KCCBN Transit Training and Community Exploration KNABN First Canadians KCCCN Transit Training and Community Exploration KNACN First Canadians KCCDN Transit Training and Community Exploration KNADN First Canadians KCCEN Transit Training and Community Exploration KNAEN First Canadians KCWAN Exploring Our World KPFAN Personal Health and Fitness KCWBN Exploring Our World KPFBN Personal Health and Fitness KCWCN Exploring Our World KPFCN Personal Health and Fitness KCWDN Exploring Our World KPFDN Personal Health and Fitness KCWEN Exploring Our World KPFEN Personal Health and Fitness KENAN Language and Communication Development KPHAN Choice Making for Healthy Living KENBN Language and Communication Development KPHBN Choice Making for Healthy Living KENCN Language and Communication Development KPHCN Choice Making for Healthy Living KENDN Language and Communication Development KPHDN Choice Making for Healthy Living KENEN Language and Communication Development KPHEN Choice Making for Healthy Living KGLAN Personal Life Skills KPPAN Self Help and Self Care KGLBN Personal Life Skills KPPBN Self Help and Self Care KGLCN Personal Life Skills KPPCN Self Help and Self Care KGLDN Personal Life Skills KPPDN Self Help and Self Care KGLEN Personal Life Skills KPPEN Self Help and Self Care KGWAN Exploring the World of Work KSNAN Exploring Our Environment KGWBN Exploring the World of Work KSNBN Exploring Our Environment KGWCN Exploring the World of Work KSNCN Exploring Our Environment KGWDN Exploring the World of Work KSNDN Exploring Our Environment KGWEN Exploring the World of Work KSNEN Exploring Our Environment KHDAN Social Skills Development KTTAN Computer Skills KHDBN Social Skills Development KTTBN Computer Skills KHDCN Social Skills Development KTTCN Computer Skills KHDDN Social Skills Development KTTDN Computer Skills KHDEN Social Skills Development KTTEN Computer Skills

Toronto District School Board Choices 42 List of Course Codes (alphabetical by code) Find Course Descriptors at www.myBlueprint.ca/tdsb

Ministry Ministry Guideline and Course title MinistryMinistry Course CodeMinistry GMinistryuideline and Guideline Course title and Course Title Course Code Course Code THE ARTS AMJ1O/2O/3M/3O/4M1 Vocal Jazz AEA3O1/4O1 Exploring & Creating the Arts AMK1O/2O/3M/3O/4M1 Keyboard Music ALC1O1/2O1 Integrated Arts AMK1O/2O/3O/4M4/5 Clavier AMM1O/2O/3M/3O/4M1 Music and Computers Dramatic Arts AMO1O/2O/3M/3O/4M1 Instrumental Music - Orchestra ADA1O1 Dramatic Arts AMP1O/2O/3M/3O/4M1 Instrumental Music - Percussion ADA1O4/5 Art dramatique AMQ1O1/2O/3M/3O/4M1 Steel Drum - Music ADA2O1 Dramatic Arts AMR1O/2O/3M/3O/4M1 Repertoire ADA2O4/5 Art dramatique AMS1O2O/3M/3O/4M1 Instrumental Music - Strings ADA3M1 Dramatic Arts AMT1O2O/3M/3O/4M1 Music Theatre ADA3M4/5 Art dramatique AMV1O/2O/3M/3O/4M1 Music - Vocal/Choral ADA3O1 Dramatic Arts AMW1O/2O/3M/3O/4M1 Music - Woodwinds ADA3O4/5 Art dramatique ADA4E1 Drama Media Arts ADA4M1 Dramatic Arts ASM2O1 Media Arts ADA4M4/5 Art dramatique ASM3O1 Media Arts ADA4O4/5 Art dramatique ASM3M1 Media Arts ASM4E1 Media Arts Dramatic Arts Focus Options grades 9 to 12 ASM4M1 Media Arts ADB1O/2O/3M/4M1 Dramatic Arts - Music Theatre ADC10/20 Drama in the Community Dance ADD1O/2O/3M/3O/4M/4O1 Dramatic Arts - Production ATC1O1 Dance ADV1O/2O/3M/3O/4M/4O1 Dramatic Arts - Film/Video ATC2O1 Dance ATC3M1 Dance Dramatic Arts Focus Options grades 11 and 12 ATC3O1 Dance ADF3M/4M1 Director’s Craft ATC4E1 Dance ADG3M/3O/4M1 Dramatic Arts - Acting/Improvisation ATC4M1 Dance ADP3M/3O/4M/4O1 Dramatic Arts - Playwriting/Theatre Development ATX3M4/5 Dances ADT3M/4M Canadian Theatre Dance Focus Options grades 9 to 12 Music ATB1O/2O/3M/3O/4M1 Dance - Ballet AMU1O1 Music ATD1O/2O/3M/3O/4M1 Dance - Composition AMU2O1 Music ATF1O2O/3M/3O/4M1 Dance - African AMU3M1 Music ATJ1O/2O/3M/3O/4M1 Dance - Jazz AMU3O1 Music ATK1O/2O/3M/3O/4M1 Dance - Caribbean AMU4E1 Music ATM1O/2O/3M/3O/4M1 Dance - Modern AMU4M1 Music ATP1O/2O/3M/3O/4M1 Dance - Performance Practice ATE 1O/2O/3M/3O/4M/4E Dance – Northern European/Asian Music Focus Options grades 9 to 12 ATG 1O/2O/3M/3O/4M/4E Dance – English/Irish/Scottish AMB1O/2O/3M/3O/4M1 Instrumental Music – Brass ATH 1O/2O/3M/3O/4M/4E Dance – History Development AMC1O/2O/3M/3O/4M1 Music for Creating ATI 1O/2O/3M/3O/4M/4E Dance – Indian/South Central Asian AMD1O/2O/3M/3O/4M1 Electronic Music ATL 1O/2O/3M/3O/4M/4E Dance – Central & South American AME1O/2O/3M/3O/4M1 Small Ensemble ATN 1O/2O/3M/3O/4M/4E Dance – Aboriginal Peoples (N.A.) AMG1O/2O/3M/3O4M1 Guitar Music ATO 1O/2O/3M/3O/4M/4E Dance – Pacific Rim AMH1O/2O/3M/3O/4M1 Stage - Band Music ATR 1O/2O/3M/3O/4M/4E Dance –Hip Hop AMI1O/2O/3M/3O/4M1 Instrumental Music - Band ATS 1O/2O/3M/3O/4M/4E Dance – Social

Toronto District School Board Choices 43 List of Course Codes (alphabetical by code) Find Course Descriptors at www.myBlueprint.ca/tdsb

MinistryMinistry Course MCodeinistry GuMinistryideline and GuidelineCourse title and Course Ministry Ministry Guideline and Course title Course Code Title Course Code ATT 1O/2O/3M/3O/4M/4E Dance – Tap BBB4E1 International Business Essentials ATU 1O/2O/3M/3O/4M/4E Dance –Music/Theatre BBB4M1 International Business Fundamentals ATW 1O/2O/3M/3O/4M/4E Dance – Med/Mid East BBI1O/2O1 Introduction to Business ATX 1O/2O/3M/3O/4M/4E Dance – French BDI3C1 Entrepreneurship: The Venture ATZ 1O/2O/3M/3O/4M/4E Dance – World Cultures BDP3O1 Entrepreneurship: The Enterprising Person Visual Arts BDV4C1 Entrepreneurship: Venture Planning in an Electronic Age AVI1O1 Visual Arts BMI3C1 Marketing: Goods, Services, Events AVI1O4/5 Arts visuels BMX3E1 Marketing: Retail and Service AVI2O1 Visual Arts BOG4E1 Business Leadership: Becoming a Manager AVI2O4/5 Arts visuels BOH4M1 Business Leadership: Management Fundamentals AVI3M1 Visual Arts BTA3O1 Information and Communication Technology: AVI3M/O4/5 Arts visuels The Digital Environment AVI3O1 Visual Arts BTT1O/2O1 Information and Communication Technology AVI4E1 Visual Arts in Business AVI4M1 Visual Arts BTX4C1 Information and Communication Technology: AVI4M4/5 Arts visuels Multimedia Solutions BTX4E1 Information and Communication Technology Visual Arts Focus Options grades 9 to 12 in the Workplace AWA1O/2O/3M/3O/4M1 Visual Arts - Crafts CANADIAN AND WORLD STUDIES AWC1O/2O/3M/3O/4M1 Visual Arts - Ceramics CGC1D Issues in Canadian Geography AWD1O/2O/3M/3O/4M1 Visual Arts - Visual Design CGC1D4/5 Enjeux géographiques du Canada AWE1O/2O/3M/3O/4M1 Visual Arts - Information/ CGD3M Regional Geography Consumer Design CGF3M Forces of Nature: Physical Processes and Disasters AWFIO/2O/3)/4M/4O Visual Arts - Industrial Design CGG3O Travel and Tourism: A Geographic Perspective CG- AWG1O/2O/3M/3O/4M1 Visual Arts - Environmental Design G3O4/5 Voyages et tourisme: une perspective AWH1O/2O/3M/3O/4M1 Visual Arts - Interior Design géographique régionale AWI1O/2O/3M/3O/4M1 Visual Arts - Fashion & Textile Design1 CGO4M Spatial Technologies in Action AWJ1O/2O/3M/3O/4M1 Visual Arts - Stage Design CGR4E Living in a Sustainable World AWK1O/2O/3M/3O/4M1 Visual Arts - Illustration CGR4M The Environment and Resource Management AWL1O/2O/3M/3O/4M1 Visual Arts - Drawing CGT3O Introduction to Spatial Technologies AWM1O/2O/3M/3O/4M1 Visual Arts - Drawing and Painting CGU4M World Geography: Urban Patterns and AWN1O/2O/3M/3O/4M1 Visual Arts - Painting Population Issues AWO1O/2O/3M/3O/4M1 Visual Arts - Printmaking CGW4C World Issues: A Geographic Analysis AWP1O/2O/3M/3O/4M1 Visual Arts - Sculpture CGW4U World Issues: A Geographic Analysis AWQ1O/2O/3M/3O/4M1 Visual Arts - Photography CHA3U American History AWR1O/2O/3M/3O/4M1 Visual Arts - Film/Video CHC2D Canadian History since World War I AWS1O/2O/3M/3O/4M1 Visual Arts - Digital Media CHC2D4/5 Histoire du Canada depuis la Première Guerre AWT1O/2O/3M/3O/4M1 Visual Arts - Non-Traditional Mondiale AWU1O/2O/3M/3O/4M1 Visual Arts - Cultural/Historical Studies CHC2L Canadian History Since World War I (LDCC) CHC2P Canadian History since World War I BUSINESS STUDIES CHE3O Origins and Citizenship: The History of a Canadian BAF3M1 Financial Accounting Fundamentals Ethnic Group BAI3E1 Accounting Essentials CHG381 Genocide and Crimes Against Humanity BAN4E1 Accounting for a Small Business CHI4U Canada: History, Identity, and Culture BAT4M1 Financial Accounting Principles CHM4E Adventures in World History

Toronto District School Board Choices 44 List of Course Codes (alphabetical by code) Find Course Descriptors at www.myBlueprint.ca/tdsb

Ministry Ministry Guideline and Course title MinistryMinistry Course CodeMinistry GuidelMinistryine and Cou Guidelinerse title Course Code Course Code and Course CHT3O World History since 1900: Global and Regional LBCBD/BO/CU/CO/DU/DO TitleCroatian Interactions LRCBD/BO/CU/CO/DU/DO Czech CHT3O4/5 Histoire mondiale depuis 1900 : grands courants LLDBD/BO/CU/CO/DU/DO Danish et évènements LYDBD/BO/CU/CO/DU/DO Dari CHV2O Civics and Citizenship LDDBD/BO/CU/CO/DU/DO Dinka CHV2O4/5 Civisme et citoyenneté LWDBD/BO/CU/CO/DU/DO Dutch CHW3M World History to the End of the Fifteenth Century LLEBD/BO/CU/CO/DU/DO Estonian CHW3M4/5 Histoire mondiale jusqu’à la fin du quinzième siècle LYFBD/BO/CU/CO/DU/DO Farsi CHY4C World History since the Fifteenth Century LLFBD/BO/CU/CO/DU/DO Finnish CHY4U World History since the Fifteenth Century LWCBD/BO/CU/CO/DU/DO Gaelic CIA4U Analysing Current Economic Issues LWGBD/BO/CU/CO/DU/DO German CIC4E Making Personal Economic Choices LBGBD/BO/CU/CO/DU/DO Greek CIE3M The Individual and the Economy LIGBD/BO/CU/CO/DU/DO Gujarati CLN4C Legal Studies LCCBD/BO/CU/CO/DU/DO Haitian-Creole CLN4U Canadian and International Law LYHBD/BO/CU/CO/DU/DO Hebrew CLU3E Understanding Everyday Law in Canada LIHBD/BO/CU/CO/DU/DO Hindi CLU3M Understanding Canadian Law LPHBD/BO/CU/CO/DU/DO Hmong CLU3M4/5 Comprendre le droit Canadien LRHBD/BO/CU/CO/DU/DO Hungarian CPC3O Politics in Action: Making Change LDIBD/BO/CU/CO/DU/DO Igbo CPW4U Canadian and International Politics LLIBD/BO/CU/CO/DU/DO Icelandic CLASSICAL STUDIES AND INTERNATIONAL LANGUAGES LWIBD/BO/CU/CO/DU/DO Italian Classical Studies LKJBD/BO/CU/CO/DU/DO Japanese LVGBD Ancient Greek LPIBD/BO/CU/CO/DU/DO Karen LVGCU Ancient Greek LPKBD/BO/CU/CO/DU/DO Khmer LVGDU Ancient Greek LKKBD/BO/CU/CO/DU/DO Korean LVLBD Latin LYKBD/BO/CU/CO/DU/DO Kurdish LVLCU Latin LPLBD/BO/CU/CO/DU/DO Lao LVLDU Latin LLLBD/BO/CU/CO/DU/DO Latvian LVV4U Classical Civilization LILBD/BO/CU/CO/DU/DO Lisane Dawat International Languages LLTBD/BO/CU/CO/DU/DO Lithuanian LBMBD/BO/CU/CO/DU/DO Macedonian LBABD/BO/CU/CO/DU/DO Albanian LIABD/BO/CU/CO/DU/DO Malayalam LDCBD/BO/CU/CO/DU/DO Amharic LBJBD/BO/CU/CO/DU/DO Maltese LYABD/BO/CU/CO/DU/DO Arabic LIMBD/BO/CU/CO/DU/DO Marathi LYRBD/BO/CU/CO/DU/DO Armenian LPMBD/BO/CU/CO/DU/DO Mien LDABD/BO/CU/CO/DU/DO Ashanti LKNBD/BO/CU/CO/DU/DO Nepali LYSBD/BO/CU/CO/DU/DO Assyrian LLNBD/BO/CU/CO/DU/DO Norwegian LPBBD/BO/CU/CO/DU/DO Bahasa Malaysian LPPBD/BO/CU/CO/DU/DO Pilipino LIBBD/BO/CU/CO/DU/DO Bengali LRPBD/BO/CU/CO/DU/DO Polish LBOBD/BO/CU/CO/DU/DO Bosnian LWPBD/BO/CU/CO/DU/DO Portuguese LBBBD/BO/CU/CO/DU/DO Bulgarian LIPBD/BO/CU/CO/DU/DO Punjabi LPDBD/BO/CU/CO/DU/DO Burmese LYPBD/BO/CU/CO/DU/DO Pushtu LKCBD/BO/CU/CO/DU/DO Cantonese LROBD/BO/CU/CO/DU/DO Romanian LKBBD/BO/CU/CO/DU/DO Simplified Chinese LRRBD/BO/CU/CO/DU/DO Russian LKMBD/BO/CU/CO/DU/DO Traditional Chinese (Mandarin)

Toronto District School Board Choices 45 List of Course Codes (alphabetical by code) Find Course Descriptors at www.myBlueprint.ca/tdsb

MinistryMinistry Course MCodeinistry GuidMinistryeline and C oGuidelineurse title and Course Ministry Ministry Guideline and Course title Course Code Title Course Code LBSBD/BO/CU/CO/DU/DO Serbian ETC3M1 Canadian Literature LBRBD/BO/CU/CO/DU/DO Serbo-Croatian ETS4C1 Studies in Literature LISBD/BO/CU/CO/DU/DO Sinhalese ETS4U1 Studies in Literature LRSBD/BO/CU/CO/DU/DO Slovak EWC4C1 The Writer’s Craft LBVBD/BO/CU/CO/DU/DO Slovenian EWC4U1 The Writer’s Craft LDMBD/BO/CU/CO/DU/DO Somali OLC4O1 Ontario Secondary School Literacy Course LWSBD/BO/CU/CO/DU/DO Spanish ENGLISH AS A SECOND LANGUAGE AND LDSBD/BO/CU/CO/DU/DO Swahili ENGLISH LITERACY DEVELOPMENT LLSBD/BO/CU/CO/DU/DO Swedish ELDAO8 English Literacy Development LDTBD/BO/CU/CO/DU/DO Tamazight ELDBO8 English Literacy Development LITBD/BO/CU/CO/DU/DO Tamil ELDCO8 English Literacy Development LIEBD/BO/CU/CO/DU/DO Telugu ELDDO8 English Literacy Development LPTBD/BO/CU/CO/DU/DO Thai ELDEO8 English Literacy Development LYTBD/BO/CU/CO/DU/DO Turkish ESLAO8 English as a Second Language LRUBD/BO/CU/CO/DU/DO Ukrainian ESLBO8 English as a Second Language LIUBD/BO/CU/CO/DU/DO Urdu ESLCO8 English as a Second Language LPVBD/BO/CU/CO/DU/DO Vietnamese ESLDO8 English as a Second Language LWYBD/BO/CU/CO/DU/DO Yiddish ESLEO8 English as a Second Language LDYBD/BO/CU/CO/DU/DO Yoruba FIRST NATIONS, METIS AND INUIT STUDIES COMPUTER STUDIES NAC10 Expressions of First Nations, Métis, and Inuit Cultures ICS2O1 Introduction to Computer Studies NAC20 First Nations, Métis, and Inuit Peoples in Canada ICS3C1 Introduction to Computer Programming NBE3U Contemporary First Nations, Métis, and Inuit Voices ICS3U1 Introduction to Computer Science NBE3C Contemporary First Nations, Métis, and Inuit Voices ICS4C1 Computer Programming NBE3E Contemporary First Nations, Métis, and Inuit Voices ICS4U1 Computer Science NDA3M Contemporary First Nations, Métis, and Inuit Issues and Perspectives COOPERATIVE EDUCATION NBV3C World Views and Aspirations of First Nations, Métis, DCO3O Creating Opportunities through Co-op and Inuit Peoples in Canada ENGLISH NBV3E World Views and Aspirations of First Nations, Métis, EBT4O1 Communication in the World of Business and Inuit Peoples in Canada and Technology NDG4M First Nations, Métis, and Inuit Governance in Canada ELS2O1 Literacy Skills NDW4M Contemporary Indigenous Issues and Perspectives EMS3O1 Media Studies in a Global Context ENG1D1 English FRENCH AS A SECOND LANGUAGE ENG2D1 English FEF1D Extended French ENG2L1 English (LDCC) FEF2D Extended French ENG2P1 English FEF3U Extended French ENG3C1 English FEF4U Extended French ENG3E1 English FIF1D French Immersion ENG3U1 English FIF2D French Immersion ENG4C1 English FIF2P French Immersion ENG4E1 English FIF3U French Immersion ENG4U1 English FIF3O French Immersion EPS3O1 Presentation and Speaking Skills FIF4U French Immersion

Toronto District School Board Choices 46 List of Course Codes (alphabetical by code) Find Course Descriptors at www.myBlueprint.ca/tdsb

Ministry Ministry Guideline and Course title Ministry Ministry Guideline and Course title Course Code Course Code FIF4O French Immersion IDP3O/4O1 Interdisciplinary Studies FSF1D Core French MATHEMATICS FSF1O Core French MAP4C1 Foundations for College Mathematics FSF2D Core French MAT2L1 Mathematics (LDCC) FSF2O Core French MBF3C1 Foundations for College Mathematics FSF2P Core French MCF3M1 Functions and Applications FSF3O Core French MCR3U1 Functions FSF3U Core French MCT4C1 Mathematics for College Technology FSF4O Core French MCV4U1 Calculus and Vectors FSF4U Core French MDM4U1 Mathematics of Data Management GUIDANCE AND CAREER EDUCATION MEL3E1 Mathematics for Work and Everyday Life GLC2O1 Career Studies MEL4E1 Mathematics for Work and Everyday Life GLC2O4/5 Exploration des choix de carrière MFM2P1 Foundations of Mathematics GLD2O1 Discovering the Workplace MHF4U1 Advanced Functions GLE1O/2O9 Learning Strategies MPM1D1 Principles of Mathematics GLE3O/4O9 Advanced Learning Strategies MPM2D1 Principles of Mathematics GLN4O1 Navigating the Workplace NATIVE LANGUAGES GLS1O1 Learning Strategies I - Skills for Success LNOAO/BO/CO/DO/EO1LNOAO/BO/COjibweO/DO/EO1 Ojibwe in Secondary School SCIENCE GLS1O4/5 Stratégies d’apprentissage I SBI3C1 Biology GLS4O1 Advanced Learning Strategies: Skills for Success After Secondary School SBI3U1 Biology GPP3O1 Leadership and Peer Support SBI4U1 Biology GWL3O1 Designing Your Future SCH3U1 Chemistry SCH4C1 Chemistry HEALTH AND PHYSICAL EDUCATION SCH4U1 Chemistry PAD1O/2O/3O/4O Healthy Living and Outdoor Activities SES4U1 Earth and Space Science PAF1O/2O/3O/4O Healthy Living and Personal and Fitness SNC1D1 Science Activities SNC2D1 Science PAI1O/2O/3O/4O Healthy Living and Individual and Small Group Activities SNC2L1 Science (LDCC) PAL1O/2O/3O/4O Healthy Living and Large Group Activities SNC2P1 Science PAQ1O/2O/3O/4O Healthy Living and Aquatics Activities SNC4E1 Science PAR1O/2O/3O/4O Healthy Living and Rhythm and SNC4M1 Science Movement Activities SPH3U1 Physics PLF4M Recreation and Healthy and Active Living SPH4C1 Physics Leadership SPH4U1 Physics PPL1O Healthy Active Living Education SVN3E1 Environmental Science PPL2O Healthy Active Living Education SVN3M1 Environmental Science PPL3O Healthy Active Living Education SOCIAL SCIENCES AND THE HUMANITIES PPL4O Healthy Active Living Education HFA4C Nutrition and Health PPZ3C Health for Life HFA4U Nutrition and Health PSK4U Introductory Kinesiology HFC3E Food and Culture INTERDISCIPLINARY STUDIES HFC3M Food and Culture IDC3O/4O1 Interdisciplinary Studies HFL4E Food and Healthy Living IDC4U1/IDP4U1 Interdisciplinary Studies HFN1O/2O Food and Nutrition Toronto District School Board Choices 47 List of Course Codes (alphabetical by code) Find Course Descriptors at www.myBlueprint.ca/tdsb

Ministry Ministry Guideline and Course title Ministry Ministry Guideline and Course title Course Code Course Code HFN1O4/5 Alimentation et nutrition TGJ3O1 Communications Technology: Broadcast and HHD3O Dynamics of Human Relationships Print Production HHG4M Human Development Throughout the Lifespan TGJ4M1 Communications Technology HHS4C Families in Canada TGJ4O1 Communications Technology: Digital Imagery and Web Design HHS4U Families in Canada HHS4C4/5 Familles au Canada Communications Technology Emphasis Courses Grades 11 & 12 HHS4U4/5 Familles au Canada TGG3M/4M Print and Graphic Communications HIF1O/2O Exploring Family Studies TGI3M/4M Interactive New Media and Animation HIF1O4/5 Études familiales – une exploration TGP3M/4M Photography and Digital Imaging HIP4O Personal Life Management TGR3M/4M Radio, Audio and Sound Production HLS3O Housing and Home Design TGV3M/4M TV, Video and Movie Production

HNB4M The World of Fashion Computer Technology HNC3C Understanding Fashion TEJ1O1 Exploring Computer Technology HNL2O Clothing TEJ2O1 Computer Technology HPC3O Raising Healthy Children TEJ3E1 Computer Technology HPD4C Working with School-Age Children and Adolescents TEJ3M1 Computer Engineering Technology HPW3C Working with Infants and young Children TEJ4E1 Computer Technology HRF3O World Religions and Belief Traditions in Daily Life TEJ4M1 Computer Engineering Technology HRF3O4/5 Études des religions et croyances traditionnelles HRT3M World Religions and Belief Traditions: Perspectives, Computer Technology Emphasis Courses Grades 11 & 12 Issues, and Challenges TEC3E/4E Computer Repair HRT3M4/5 Grandes religions et croyances traditionnelles: TEI3M/4M Interfacing perspectives, enjeux et défis TEL3M/4M Electronics HSB4U Challenge and Change in Society TEN3M/4M Networking HSB4U4/5 Changements et défis sociaux TER3M/4M Robotics and Control Systems HSC4M World Cultures TET3E/4E Information Technology Support HSE3E Equity, Diversity, and Social Justice TEW3E/4E Network Support HSE4M Equity and Social Justice: From Theory to Practice Construction Technology HSG3M Gender Studies TCJ1O1 Exploring Construction Technology HSP3C Introduction to Anthropology, Psychology, and Sociology TCJ2O1 Construction Technology HSP3U Introduction to Anthropology, Psychology, and TCJ3C1 Construction Engineering Technology Sociology TCJ3E1 Construction Technology HSP3C4/5 Introduction à la psychologie, à la sociologie et à TCJ4C1 Construction Engineering Technology l’anthropologie TCJ4E1 Construction Technology HSP3U4/5 Introduction à la psychologie, à la sociologie et à TWJ3E1 Custom Woodworking l’anthropologie TWJ4E1 Custom Woodworking HZB3M Philosophy: The Big Questions HZT4U Philosophy: Questions and Theories Construction Technology Emphasis Courses Grades 11 & 12 TECHNOLOGICAL EDUCATION TCC3E/4E Carpentry TIJ1O1 Exploring Technologies TCE3E/4E Electrical/Network Cabling TCH3E/4E Heating & Cooling Communications Technology TCM3E/4E Masonry TGJ1O1 Exploring Communications Technology TCP3E/4E Plumbing TGJ2O1 Communications Technology TCS3C/4C Construction Management & Science TGJ3M1 Communications Technology TCY3C/4C Civil Engineering Toronto District School Board Choices 48 List of Course Codes (alphabetical by code) Find Course Descriptors at www.myBlueprint.ca/tdsb

Ministry Ministry Guideline and Course title Ministry Ministry Guideline and Course title Course Code Course Code Green Industries Hospitality and Tourism THJ1O1 Exploring Green Industries TFJ1O1 Exploring Hospitality and Tourism THJ2O1 Green Industries TFJ2O1 Hospitality and Tourism THJ3E1 Green Industries TFJ3C1 Hospitality and Tourism THJ4E1 Green Industries TFJ4C1 Hospitality and Tourism THJ3M1 Green Industries TFJ3E1 Hospitality and Tourism THJ4M1 Green Industries TFJ4E1 Hospitality and Tourism

Green Industries Emphasis Courses Grades 11 &12 Hospitality and Tourism Emphasis Courses Grades 11 &12 THA3M/4M Agribusiness TFB3E/4E Baking THD3M/4M Landscaping Architecture TFC3E/4E Cooking THF3E/4E Floristry TFE3E/4E Event Planning THG3E/4E Agriculture TFN3C/4C Applied Nutrition THH3E/4E Horticulture TFR3C/4C Culinary Arts & Management THL3E/4E Landscape Construction & Maintenance TFT3C/4C Tourism and Travel Planning THO3E/4E Forestry Manufacturing Technology THO3M/4M Forestry TMJ1O1 Exploring Manufacturing Technology THS3M/4M Horticulture Management & Science TMJ2O1 Manufacturing Technology Hairstyling and Aesthetics TMJ3C1 Manufacturing Technology TXJ1O1 Exploring Hairstyling and Aesthetics TMJ3E1 Manufacturing Technology TXJ2O1 Hairstyling and Aesthetics TMJ3M1 Manufacturing Engineering Technology TXJ3E1 Hairstyling and Aesthetics TMJ4C1 Manufacturing Technology TXJ4E1 Hairstyling and Aesthetics TMJ4E1 Manufacturing Technology TMJ4M1 Manufacturing Engineering Technology Hairstyling and Aesthetics Emphasis Courses Grades 11 & 12 TXA3E/4E Aesthetics Manufacturing Technology Emphasis Courses Grades 11 & 12 TXH3E/4E Hairstyling TMC3C/4C Computer Aided Manufacturing TMI3C/4C Industrial Maintenance Health Care TMM3M/4M Mechanical Engineering TOJ4C1 Child Development and Gerontology TMO3E/4E Machine Operator TPJ1O1 Exploring Health Care TMP3C/4C Precision Machining TPJ2O1 Health Care TMR3M/4M Robotics & Control Systems TPJ3C1 Health Care TMS3E/4E Sheet Metal TPJ4C1 Health Care TMT3C/4C Robotics and Control Technician TPJ4E1 Health Care: Support Services TMW3E/4E Welder/Fitter TPJ3M1 Health Care TMY3C/4C Welding Technician TPJ4M1 Health Care Technological Design Health Care Emphasis Courses Grades 11 & 12 TDJ1O1 Exploring Technological Design TPD3M/4M Dental Services TDJ2O1 Technological Design TPL3M/4M Laboratory Services TDJ3M1 Technological Design TPM3M/4M Nursing/Medical Services TDJ3O1 Technological Design and the Environment TPP3M/4M Pharmacy Services TDJ4M1 Technological Design TPT3M/4M Therapy Services TDJ4O1 Technological Design in the Twenty-first Century TOC4C Child Development TOG4C Gerontology Technological Design Emphasis Courses Grades 11 & 12

Toronto District School Board Choices 49 List of Course Codes (alphabetical by code) Find Course Descriptors at www.myBlueprint.ca/tdsb

Ministry Ministry Guideline and Course title Ministry Ministry Guideline and Course title Course Code Course Code TDA3M/4M Architectural Design TTA3C/4C Auto Service TDM3M/4M Mechanical & Industrial Design TTB3C/4C Auto Body TDP3M/4M Apparel & Textile Design TTH3C/4C Heavy Duty & Agricultural Equipment TDR3M/4M Robotics and Control System Design TTL3C/4C Light Aircraft TDV3M/4M Interior Design TTS3C/4C Small Engine & Recreational

Transportation Technology TTT3C/4C Truck and Coach TTJ1O1 Exploring Transportation Technology TTJ2O1 Transportation Technology TTJ3C1 Transportation Technology: Motive Power TTJ3O1 Transportation Technology: Vehicle Ownership TTJ4C1 Transportation Technology: Power Management TTJ4E1 Transportation Technology: Vehicle Maintenance

Transportation Technology Emphasis Courses Grades 11 & 12

School Virtual Library Website Every school in TDSB has its own Virtual Library site, a bold portal to provide students with:

· Homework, inquiry/research and project help · Curated, relevant, free digital resources/tools · Subscription (paid) databases with enhanced read aloud, translation, integrated images/video and citation help features · Subscription (paid) encyclopedias, eBooks and streamed media in English and French · Access to search print resources, and view eBooks and streamed media when logged into the Library Catalogue with a TDSB network account · Alternative search options that do more than a simple Google search · Student Space and Read sections designed just for you · 24/7 access from any internet enabled device

Three ways to find your school’s Virtual Library:

1. www.tdsb.on.ca > Find Your School > Your School Name > click on Virtual Library 2. AW: https://aw.tdsb.on.ca/sites > My Home tab > click on Virtual Library 3. Online for “your school name” Virtual Library N eed help? Ask your Teacher-Librarian for remote access passwords and Virtual Library help.

Toronto District School Board Choices 50 Translations

“If you have any questions or require the assistance of an interpreter, please call the school principal.”

Information on the Ontario school system, is made available in many languages at www.settlement.org

Toronto District School Board Choices 51 Toronto District School Board Trustees 2019-2022

Harpreet Gill Dan MacLean Patrick Nunziata Christopher Mammoliti Ward 1 – Etobicoke North Ward 2 – Etobicoke Centre Ward 3 – Etobicoke-Lakeshore Ward 4 – Humber River-Black Creek

Alexandra Lulka Chris Tonks Robin Pilkey * Shelley Laskin Stephanie Donaldson Ward 8 – Eglinton-Lawrence and Ward 9 – Davenport and Ward 5 – York Centre Ward 6 – York South-Weston Ward 7 – Parkdale-High Park Toronto-St. Paul’s Spadina-Fort York

Chris Moise Rachel Chernos Lin Alexander Brown* James Li Trixie Doyle** Ward 10 – University-Rosedale and Toronto Centre Ward 11 – Don Valley West Ward 12 – Willowdale Ward 13 – Don Valley North Ward 14 – Don Valley East

Jennifer Story Michelle Aarts David Smith Parthi Kandavel Zakir Patel Ward 15 – Toronto-Danforth Ward 16 – Beache-East York Ward 17 – Scarborough Centre Ward 18 – Scarborough-Southwest Ward 19 – Scarborough-Guildwood

Manna Wong Yalini Rajakulasingam Anu Sriskandarajah Ward 20 – Scarborough-Agincourt Ward 21 – Scarborough North Ward 22 – Scarborough-Rouge Park

* Chair of the Board ** Vice-Chair Accurate at time of printing. Your Future at the TDSB

Important Websites www.tdsb.on.ca/goingtohighschool www.tdsb.on.ca/choices www.myBlueprint.ca/tdsb

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